基于元认知中职语文阅读能力提升策略的探究

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1、基于元认知的中职语文阅读能力的提升策略探究中文摘要基于元认知的中职语文阅读能力的提升策略探究中文摘要阅读素养的培养与提高，是所有语文教育工作者一直在努力的。众多一线教师及广大的语文教育研究者对语文阅读教学的方方面面进行了深入的研究，研究的前提是默认了语文阅读教学的低效，但对中职生的低效原因，怎样改进这种情况却较少论及。为此，本文首先基于元认知理论明确了中职语文阅读能力提升的必要性和可行性；其次，从中职语文阅读能力的现状入手，探其根源，分析原因，从而明确这种情况的出现不仅源于职业教育的阅读环境；更多的因素在于学生主体

2、的弱势心理。除了学生方面，本文也从教师方面进行调查、分析，发现教师的教学观念狭隘、课堂教学结构不合理，校园文化建设的缺失等因素都是造成中职生阅读低效的主要原因。为此，本文分别从学生、教师两方面提出改进这种状况的策略，并主要运用元认知理论从实践层面为这种现象的改善提供了范式。关键词：中职语文策略元认知阅读能力阅读低效作者：张莉指导教师：陈子平I英文摘要基于元认知的中职语文阅读能力的提升策略探究TheExplorationsoftheStrategytoImproveChineseReadingAbilityofSec

3、ondaryVocationalSchoolsBasedonMeta-cognitionAbstractThecultivationandimprovementofreadingliteracyarewhatalltheChineseeducatorshavebeenmakingeffortstodowith.NumerousteachersandtheChineseEducationalResearchershavebeencarryingonstudiesonvariousaspectsofChineserea

4、dingteachingapproaches.TheresearchesarebasedupontheinefficiencyofChinesereadingteaching,however,theyalwaysignorethereasonsfortheineffectivereadingabilitiesofthesecondaryvocationalstudentsandthewaystoimprovetheirabilities.Therefore,thispaperisfirstlybasedonthet

5、heoryofmeta-cognitioninclarifyingthenecessityandthefeasibilityoftheimprovementforsecondaryvocationalChinesereadingabilities;secondly,itwillstartfromthepresentsituationofvocationalChinesereadingability,exploringthecauses,analyzingthereasonstodefinethatthispheno

6、menoncomesnotonlyfromthereadingenvironmentofthevocationaleducation,butmorefromtheweakpsychologicalstatusofthestudents.Inadditiontothestudents,thispaperalsoinvestigateandanalyzetheteachersandshowsthattheunreasonableteachingideasandteachingstructures,aswellasthe

7、lackofcampusculturalconstructionofsecondaryvocationalschoolallcontributetothereasonsfortheinefficientreadingofthesecondaryvocationalstudents.Asaconsequence,thispaperwillputforwardstrategiestoimprovetheconditionfromthetworespectsofstudentsandteachers,andprovide

8、paradigmtoimprovethissituationbasedonthepracticallevelofMeta-cognition.Keywords:SecondaryvocationalChinese;Strategy;Meta-cognition;Readingability;ReadinginefficiencyWrittenbyZhangL