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本文通过文献综述证实元认知策略与听力成绩呈正相关性,探究大学英语听力教学中元认知策略的运用,分别在听力课堂教学之前、之中、之后结合元认知策略的培训和训练,在具体的听力课堂教学实践中,将元认知策略中的计划策略、监控策略、评估策略分别结合听力过程的听前、听中、听后阶段帮助学生提高听力理解能力和听力自主学习能力,做积极主动的听者。
This article confirms that the metacognitive strategy has a positive correlation with listening scores through literature review, and explores the application of metacognitive strategies in college English listening teaching. Combining the training and training of metacognitive strategies before, during and after the listening classroom teaching, In specific listening classroom teaching practice, the planning strategies, monitoring strategies and assessment strategies in metacognitive strategies are respectively combined with the listening process, listening and listening stages to help students improve their listening comprehension and listening comprehension, Be a proactive listener.