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1、不同元认知策略培训方式对高中生英语阅读能力影响的实证研究----高中英语教学论文-->1.Introduction1.1BackgroundoftheStudyCS)hasalsobeenremendedintoEnglishteaching,ithasnotobtainedequalattention.……….1.2PurposesandSignificanceofthethesisThisthesisresearchestheeffectoftrainingseniorhighstudents’useofmetacognitivestrateg
2、ies(MCSs)inEnglishreadingbyexplicitandimplicittrainingmethods.Itmainlyaimstofindoutthetethodstomakeconnectionspractice.Thesignificanceoftheresearchcanbedividedintothetent,thisstudyexploreseffectivetrainingmethodsofMCSsoastooffersomehelpfulsuggestionsforEnglishreadingteaching,a
3、ndprovideareferenceforfutureresearchinthisfield.Practically,MCStrainingcanenhancestudents’abilityofEnglishreadingprehensionandtheiraonitoringandregulatingtheEnglishreadingprocess.Meanwhile,thisthesisisexpectedtoprovideateachingcaseforEnglishreadingteachersandishelpful-->forEng
4、lishteacherstoadoptappropriatetrainingmethodstoimprovetheirteachingeffectivenessintheclassroom.………2.LiteratureReviee(Goodman,1967).In1967,heputforaterialexpresseshisthoughtinationandthereaderarelinkedup.Goodmandividedthepsychologicalprocessoflanguageactivitiesintofourstages—th
5、eexperience,forecasting,testifyingandaffirmationorcorrection,ationiliarsituationinourminds,andethingtheauthoraterialcluesandthereader’srelativeknoind.Inthethirdstage,testifyinghastobecarriedoutonthebasisofgettingneation.Inthefourthstage,accordingtotheillustrationandfurtherinfo
6、rmation,aterialcontentisconsistentedorcorrected.ThisistheGoodman’svieindentabroadandathome,includingthedefinition,theclassificationandthetrainingofMCS.In1976,JohnHurleyFlavellfirstputforetacognition,econcreteobjectives,onepersonacquirestheneonitoringandconsequentlyregulating.T
7、herearemainlymetacognitiveknoetacognitiveexperiencesinFlavell’smetacognitivesystem.Metacognitiveknoonitorone’scognitiveprocess.Metacognitiveexperiencesmeanstheprocessofthecognitiveaction,akingaplanestrategiestosolvethesedifficulties.In1979,Flavellfurtherdevelopedthesystemofcog
8、nitivemonitoring,whichinvolves-->metacognitiveknoetacognitive
