摘要：本探讨以教学实验为依据,以元认知对策培养的角度出发,包括对认知的计划、监控和评价对策等内容,探讨了元认知对策的培养对高二年级学生英语历程写作能力的作用和影响。作者以自己所教的天津市第四十二中学高二年级两个理科班的102名学生作为探讨对象,进行为期18周的教学实验。在实验历程中,作者对实验组2班50名学生实施以培养元认知对策为基础的英语历程写作教学干预,而对制约组5班52名学生只进英语结果写作教学。作者采取调查问卷的策略,通过对前测和后测的结果进行浅析,验证了元认知对策培训的有效性。实验结果表明,在高二英语历程写作教学中有必要进行系统的元认知对策培训,它能帮助学生提升写作自信心及写作动机,有助于学生对自己己的写作进行有效的计划、安排和评价,以而提升学生的写作能力。关键词：高中英语论文历程写作教学论文元认知对策论文
本论文由www.808so.comAbstract6-7
摘要7-8
Acknowledgements8-11
Chapter one Introduction11-20
1.1 The Background of the Research11-13
1.2 Significance of the Study13-19
1.3 The Overall Structure of the Thesis19-20
Chapter 2 Literature Review20-32
2.1 Metacognitive Strategies in EFL Writing20-27
2.1.1 Metacognitive Knowledge20
2.1.2 Metacognitive Strategy20-27
2.2 Approaches to EFL Writing27-32
2.2.1 Product-oriented Approach28-30
2.2.2 Process-oriented Approach30-32
Chapter 3 Experiment32-47
3.1 Hypothesis32-33
3.2 Subjects33-34
3.3 Instruments34-36
3.4 Procedures36-47
3.4.1 Developing Students' Metacognitive Awareness37-38
3.4.2 Planning Writing Action Combined with Pre-writing38-39
3.4.3 Monitoring Writing Behior Combined with Drafting39-41
3.4.4 Evaluating Writing Performance Combined with Revising and Editing41-47
Chapter 4 Data Collection and Analysis47-56
4.1 The Analysis of Questionnaires47-53
4.2 The Analysis of Pre-test53
4.3 The Analysis of Post-test53-56
Chapter 5 Conclusion56-63
5.1 Major Findings56-59
5.2 The Imppcation59-60
5.3 The Limitation of the Study60-61
5.4 Recommendations61-63
References63-66
Appendix Ⅰ The Metacognitive Strategy Questionnaire66-69
Appendix Ⅱ Pre-test(2009年高考题天津卷)69-70
Appendix Ⅲ Post-test(2010年高考题天津卷)70-71
Appendix Ⅳ Scores of Pre-test of Experimental Class71-72
Appendix Ⅴ Scores of Post-test of Experimental Class72
关键词：高中英语论文历程写作教学论文元认知对策论文本论文由www.808so.comAbstract6-7摘要7-8Acknowledgements8-11ChapteroneIntroduction11-201.1TheBackgroundoftheResearch11-131.2SignificanceoftheS WWw.808so.com 808论文查重
简谈高中英语写作过程中培养高中学生元认知对策学年
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