1、 元认知论文：非英语专业学生英语快速阅读的障碍及对策分析【中文摘要】阅读理解是学好语言的基本技能之一,是掌握语言知识、提高学生语言应用能力的基础。在日新月异的现代信息社会,快速阅读的能力显得尤为重要。非英语专业学生应具有一定的英语快速阅读能力,来适应实际语言应用能力和新信息时代的要求。传统的教学模式,固有的阅读理念,不良的阅读习惯,语言文化知识的匮乏以及消极的心理因素阻碍学生进行英语快速阅读。这就需要新的方法去指导学生适应新要求,帮助学生消除障碍,有效阅读。阅读是一个思维过程,在这个过程中我们要增强学生对快速阅读理解的认识,即通过元认知理论认识快速阅读的本质,同时监控自己的阅读过程,更好地达到
2、阅读。此外,图示理论也可成为指导学生快速阅读理解的有效途径之一。应用图示理论可以帮助学生增强语言能力,考虑语境,分析文章结构等,对文章的理解起着积极作用。可见用一定的理论和方法指导学生进行快速阅读理解,有效应用快速阅读的学习策略和教学策略,对学生快速阅读能力的培养有着极其重要的现实意义。本文以元认知理论、图示理论为理论基础,从分析学生英语快速阅读的障碍入手,将相应对策应用到英语快速阅读中为主要研究内容。在系统科学的理论指导下和实践策略研究的基础上解决如何消除学生快速阅读障碍,提高学生快速阅读能力的问题。本文选取东北电力大学经济管理学院 09 级营销专业和会计专业的学生为研究对象,通过实验教学、
3、问卷调查、对比测试、数据分析(SPSS 17.0)等表明通过使用相应对策,影响学生英语快速阅读的障碍基本排除,学生英语快速阅读能力得到提高。【英文摘要】Reading is the basic skill of foreign language learning. The major purpose of college English teaching is to improve students reading ability. In the modern information era. fast reading is more important. Non-English major
4、students should have English fast reading ability to adapt to the requirements of the new information society and practical language application. Traditional teaching methods, inherent reading notions, bad reading habits, poor language and cultural knowledge and negative psychological factors impede
5、 students reading fast. Therefore, it needs new methods to face the new requirement. Reading is a process of thinking, so teachers should enhance studentsfast reading comprehension in the process, let the students understand the essence of fast reading, monitor their reading process, effectively ach
6、ieve purpose of reading through the metacognitive theory. In addition, schema theory is one of the effective ways to guide fast reading comprehension. Because the theory can help students enhance language ability, analyze context and the structure of the text, etc. It plays a positive role of readin
7、g comprehension. Therefore, using theoretical method guiding students to read fast, and effective application of learning strategies and teaching strategies into fast reading have very important practical significance for cultivating studentsability of fast reading.The paper takes metacognitive theo
8、ry and schema theory as the theoretical basis, analyzes the obstacles of English fast reading, and applies some strategies in the fast reading. The fundamental research is under the guidance of scientific theories and the application of practical strategies to eliminate the studentsobstacles and to
9、improve studentsfast reading ability.The paper selects students from the Institute of Economic Management attached to Northeast DianLi University for subjects, makes full use of the experimental teaching, questionnaire survey, pre-test and post-test, data analysis through SPSS 17.0 to show that by u
10、sing the corresponding strategies, obstacles influencing studentsEnglish fast reading are basically eliminated, studentsability of fast reading is improved. Students are able to satisfy the request of talent cultivation in the modern society. Meanwhile, students also can adapt to the requirement of
11、social development and international communication.【关键词】元认知 图示 英语快速阅读 障碍 对策【英文关键词】metacognition schema English fast reading obstacle strategy【目录】非英语专业学生英语快速阅读的障碍及对策分析 Abstract 6-7 摘要 8-9 Contents 9-12 Chapter One Introduction 12-15 1.1 Background of Research 12-13 1.2 Purpose of Research 13-14 1.3 R
12、esearch Contents 14-15 Chapter Two Literature Review and Theoretical Basis 15-27 2.1 Fast Reading 15-19 2.1.1 General Review of Fast Reading 15-16 2.1.1.1 Research on Fast Reading Abroad 15-16 2.1.1.2 Domestic Research on Fast Reading 16 2.1.2 Fast Reading Comprehension Test 16-19 2.1.2.1 Text Types
13、 of Test 16-18 2.1.2.2 Question Types of Test 18-19 2.1.2.3 Characteristics of Fast Reading Comprehension of CET 4 19 2.2 Metacognitive Theory 19-23 2.2.1 Definition of Metacognition 19-20 2.2.2 Contents of Metacognition 20-23 2.2.2.1 Metacognitive Knowledge 20-21 2.2.2.2 Metacognitive Experience 21
14、-22 2.2.2.3 Metacognitive Monitoring 22-23 2.3 Schema Theory 23-27 2.3.1 Definition of Schema 23-24 2.3.2 Schema Types 24-27 2.3.2.1 Language Schema 24-25 2.3.2.2 Content Schema 25-26 2.3.2.3 Formal Schema 26-27 Chapter Three Obstacles of Fast Reading 27-32 3.1 Traditional Reading Notions 27-28 3.1.
15、1 Influence of Reading in Depth 27 3.1.2 Influence of Teaching Modes 27-28 3.2 Bad Reading Habits 28-29 3.2.1 Reading Vocality 28 3.2.2 Eye Movements 28-29 3.2.3 Body Movements 29 3.3 Lacking of Cultural Background and Language Knowledge 29-30 3.3.1 Cultural Background Knowledge 29 3.3.2 Language Kn
16、owledge 29-30 3.4 Psychological Factors 30-32 3.4.1 Fear 30 3.4.2 Anxiey 30-32 Chapte Four Strategies of Fast Reading 32-46 4.1 Metacognitve Strategies 32-37 4.1.1 Before Reading 32-34 4.1.1.1 Understanding of Fast Reading 32-33 4.1.1.2 Difference between Fast Reading and Reading in Depth 33-34 4.1.
17、1.3 Analyzing Types of Fast Reading 34 4.1.2 Reading Process 34-36 4.1.2.1 Overcoming Bad Reading Habits 35 4.1.2.2 Choosing Reading Methods 35-36 4.1.3 After Reading 36-37 4.1.3.1 Evaluation 36-37 4.1.3.2 Achievement and Experience 37 4.1.3.3 Attributes and Expectation 37 4.2 Schema Strategies 37-4
18、6 4.2.1 Strategies of Language Schema 37-40 4.2.2 Strategies of Content Schema 40-43 4.2.3 Strategies of Formal Schema 43-46 Chapter Five Analysis of Experiment 46-54 5.1 Experimental Purpose 46 5.2 Experimental Subj ects 46 5.3 Experimental Materials 46-47 5.4 Experimental Procedures 47-48 5.4.1 Te
19、st 47 5.4.2 Questionnaire and Interview 47-48 5.5 Experimental Data and Analysis 48-53 5.6 Experimental Conclusion 53-54 Chapter Six Conclusion 54-57 6.1 Research Conclusion 54-55 6.2 Related Problems 55-57 6.2.1 Limitations 55 6.2.2 Follow-up Study 55-57 Bibliography 57-60 Appendix 60-62 Appendix 62-64 Appendix 64-66 Appendix 66-68 Acknowledgements 68
