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目的了解高中生学习策略并分析学习策略在不同维度上的差异。方法从几所高中选取278名高中生作为研究对象,采用《中学生学习策略问卷》作为研究工具进行分析。结果①学习策略发展水平存在显著的年级差异(t=4.064,P<0.01)和性别差异(t=1.975,P<0.05);②女生在复述策略(t=-2.611,P<0.05)和精加工策略(t=-2.362,P<0.05)维度上的得分高于男生,男生在计划策略(t=4.454,P<0.01)、监视策略(t=4.948,P<0.01)、调节策略(t=4.073,P<0.01)3个维度上的得分显著高于女生;③不同类型学校高中生在学习策略水平上存在显著差异(t=5.256,P<0.01)。结论①学生的学习策略并未表现出随年级增长而提高的趋势;②不同性别学生在认知策略和元认知策略水平上存在显著差异;③重点中学学生学习策略的总体水平显著高于普通中学。
Objective To understand the learning strategies of senior high school students and to analyze the differences of learning strategies in different dimensions. Methods A total of 278 high school students from several high schools were selected as research subjects and the “Secondary School Students Learning Strategies Questionnaire” was used as a research tool. Results ① There were significant differences in the level of development of learning strategies (t = 4.064, P <0.01) and gender differences (t = 1.975, P <0.05) (T = -2.362, P <0.05). The score of the scale in the strategy was higher than that of the boys in the planning strategy (t = 4.454, P <0.01) = 4.073, P <0.01). The score of the three dimensions was significantly higher than that of the female students. (3) There were significant differences in learning strategies among high school students of different types (t = 5.256, P <0.01). Conclusion ①Students’ learning strategies did not show the trend of increasing with the grade growth; ②The differences of cognitive strategies and metacognitive strategies among different gender students were significant; ③The overall level of learning strategies of key middle school students was significantly higher than that of normal Secondary school.