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为了全面、细致地描述高中生元认知策略及其各类别的现状,对不同性别、不同分组的学生进行了描述性统计分析。综合结果载于表3。通过均值和标准差的比较来表示差异。 元认知策略总均值为2.79。它属于“介质:有时使用策略”,根据牛津窗台的解释[ 1 ]。规划的手段(M = 2.73),监测(M = 2.80)和评价(M = 2.85)是相当小的,但标准偏差相对较大。这表明三种策略有很大差异。其中,评价均值最高。也就是说,他们使用评价尽可能频繁。通过评价,学生可以在学习中找到自己的弱点和长处。换句话说,中学生对语言学习的优缺点有一点了解。从每一个类别的方法,可以发现,使用最频繁的评价策略,而使用最少的规划策略。


In order to obtain a full and detailed description regarding the current situation of metacognitive strategies and every category of them in senior middle school, descriptive statistics were carried out in terms of all the students, who are in different score groups and of different gender. The comprehensive results are contained in Table 3. The differences are indicated through comparison of means and standard deviations.The total mean of metacognitive strategies is 2.79. It belongs to “medium: sometimes use strategies” according to the explanation on SILL from Oxford [1] . The means of planning (M=2.73), monitoring (M=2.80) and evaluation (M=2.85) are quite small but the standard deviations are relatively big. This indicates there is a big difference in the three strategies. Among them, the mean of evaluation ranks the highest. Namely, they use evaluation as frequently as possible. Through evaluation, students can find both their weak and strong points in learning. In other words, middle school students are somewhat clear about their advantages and disadvantages in language learning. From the means of each category, it can be found that evaluation strategies are used most frequently, while the planning strategies are used least.


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