试论基于元认知理论的大学英语写作教学方法的研究中英.doc

// 试论基于元认知理论的大学英语写作教学方法的研究中英文对照Try to talk about college English writing teaching method based on the metacognitive theory study of Chinese and English language compared大学英语写作是当前大学英语教学中的一个重要内容，也是一个教学难点和薄弱环节。在教学过程中，老师和学生虽然都给与了足够的重视，但是教学效果并不明显。表现为学生写作水平提高较慢，考试得分较低。如何提高学生的英语写作能力，从而适应人才市场的用人要求呢？本文从教师和学生两个角度，分析了教与学的关系，提出了基于元认知策略的大学英语写作教学方法，有效地解决了大学英语写作教学中的问题，具有较强的推广价值。College English writing is an important content in current college English teaching, is a teaching difficulty and weakness. In the teaching process, teachers and students are giving enough attention, but the teaching effect is not obvious. Show the students writing level improve slowly, low test scores. How to improve students English writing ability, to adapt to the talent market demand of choose and employ persons? From the viewpoints of both teachers and students, this paper analyzes the relationship between teaching and learning, is proposed based on the metacognitive strategy of college English writing teaching method, can effectively solve the problems in college English writing teaching, has strong promotional value. 1 元认知的概念和本质1 the concept of metacognition and the nature 元认知是美国著名心理学家弗拉维尔（Flavel）于1979年提出的一种学习理论。元认知就是人类个体关于自己的认知过程的知识和调节这些过程的能力，其本质是对认知的认知。元认知策略是一种典型的学习策略，指人类个体对自己整个学习过程的把握和监控的方法。Metacognition is a famous American psychologist, talavera (Flavel) proposed a theory of learning in 1979. Metacognition is the individual human knowledge about their own cognitive process and adjust the ability of these processes, its essence is the cognition of cognition. Metacognitive strategy is a typical learning strategy, refers to the individual human mastery of oneself the whole learning process and monitoring method. 元认知理论的内涵包括三个方面：元认知知识、元认知监控和元认知体验1。元认知知识即有关个人、任务以及策略的知识。认知主体只有掌握充分的关于自己及他人某些特征的知识和信息，了解有关认知任务性质、任务要求及目的，才能更好的运用策略，从而完成认知的任务。认知监控主要包括认知计划和认知调节。认知监控是指认知主体在认知过程中，有意识地监控和调节主体本身的认知过程，最终达到认知的目标。认知体验是指认知主体在认知活动过程中，对认知的情感经历和对认知的理性认识。元认知策略的三个方面是互相联系、密不可分的。其中认知知识是认知监控和认知体验的基础，只有充分了解、掌握认知的信息和对象才能完成监控和体验；认知监控过程中不断调整认知的过程，丰富认知的知识；认知体验可以令认知主体进一步总结认知过程，加强认知监控。因此，只有全面把握三者之间的关系，才能真正了解认知的本质，进而将元认知策略融入到英语教学的过程中去，提出科学的英语写作教学方案。The connotation of metacognition theory includes three aspects: metacognitive knowledge, metacognitive experience and metacognitive monitoring 1. Metacognitive knowledge is knowledge about individual, mission and strategy. Cognitive subject only to master good about ourselves and others, some of the characteristics of knowledge and information about the nature of cognitive tasks, task, requirement and purpose, and can better use the strategy, so as to complete the cognitive task. Cognitive monitoring plan mainly includes the cognition and cognitive regulation. Cognitive monitoring refers to the cognitive subject in the process of cognition, consciously monitor and adjust the cognitive process of subject itself, eventually reached the target of cognition. Cognitive experience refers to the cognitive subject in the process of cognitive activities, the cognitive emotion experience and the rational knowledge of cognition. Metacognitive strategy three aspects are interrelated and inseparable. The cognitive knowledge is the basis of the cognitive monitoring and cognitive experience, fully understand and master the cognitive object of information and to complete monitoring and experience; Constantly adjust the cognitive process of cognitive monitoring process, enrich the cognitive knowledge; Cognitive experience can make further summary of cognitive process, cognitive subject to strengthen the cognitive monitoring. Therefore, only fully grasp the relations between and among, can truly understand the nature of cognitive, metacognitive strategy put forward feed into the process of English teaching, the scheme of scientific English writing teaching. 2 元认知理论在英语教学中的应用2 yuan cognitive theory application in English teaching 近年来，国内外学者对元认知理论在写作学习中的应用进行了广泛的研究，研究结果表明元认知和写作成绩之间有着必然联系，这种联系对写作教学有着重要意义2。因为作为一名优秀的英语写作人员来讲，必须具备对自身和写作任务、写作目标等信息的详细了解，也就是说有着丰富的元认知知识，并且在写作过程中能够自我监控和调整写作策略，所以元认知理论在英语写作教学中应该有广泛的应用。In recent years, domestic and foreign scholars on the theory of metacognition in writing learning application extensively studied, the results showed that metacognitive and writing achievement between a connection, the connection of writing teaching has important significance 2. Because as a staff, excellent English writing must have for themselves and writing task, writing goals, etc. The details of information, that is to say, has a wealth of metacognitive knowledge, and it can self-monitoring in the process of writing and writing strategies, metacognitive theory in teaching English writing should have a wide range of applications. 目前，我国高校的大学英语写作教学还是老师讲学生听的灌输式教学模式。这种模式较为僵化，学生学习的过程比较被动。因此，在英语写作方面，学生成绩提高缓慢。老师很难弄清原因，学生也充满困惑，缺少了学习的动力和创新的精神。其实根据对元认知理论的研究结果，完全可以将元认知理论应用于英语写作教学中。为了实现该理论在英语教学中的应用，可以从教师和学生两个方面入手。At present, the college English writing teaching in colleges and universities and teachers tell students to listen to the force-feeding teaching mode. This model is relatively rigid, students study passively. Therefore, in terms of English writing, students grades improve slowly. And it is hard to understand why the students confused also, lack of learning motivation and innovative spirit. Actually according to the results of the study of metacognition theory completely metacognitive theory can be applied to English writing teaching. In order to realize the application of this theory in English teaching, can from two aspects of teachers and students. 2.1 从教师的角度看，应该提高教师本身的元认知能力，即教学过程的监控能力和教学效果2.1 from the perspective of teachers, we should improve teachers own metacognitive ability, namely the teaching monitoring ability and the teaching effect 我们经常会遇到这样的情况，自然情况较为相近的两个班学生由不同的教师进行英语写作教学，可是教学效果截然不同，学习成绩相差较大。这就说明优秀的教师对教学过程、学生情况、自身特点等方面的了解比较充分，从而能针对自身和学生的情况进行有针对性的课堂教学。教师应根据具体问题修改自己的教学方法、教学内容以及教学进度。因此，对教师自身的总结、反省和纠正是提高教师元认知能力的重要手段。We often encounter such a situation, natural condition is relatively close to the two classes of students by different teachers in English writing teaching, the teaching effect is very different, however, large difference between two grades. This means that good teachers on the teaching process, students, to understand more fully in aspects of characteristics, which can against their targeted classroom teaching situation and students. Teachers should revise their teaching methods according to the concrete problem, teaching contents and teaching schedule. Therefore, the teachers own summary, reflection and correct is important means to improve teachers metacognition ability. 2.2 从学生的角度看，应该增强学生的元认知意识，提高自我监控能力和学习策略的调整能力。2.2 from the students point of view, should strengthen the students metacognitive awareness, improve the ability of self-monitoring ability and the learning strategy adjustment. （1）丰富学生元认知知识。为了增加学生写作方面的认知知识，可以通过增加学生的元认知体验来实现。写作文章时，应该时刻提醒学生写作注意事项，使学生在写作过程中能够意识到自己的行文偏离了主题，便会促使学生自己重新思考什么地方出现了问题，及时纠正错误。另外，教师应通过多种教学手段，如批语、交谈以及口头表扬等方式，强化学生元认知知识，帮助学习者正确对待困难，消除挫折感，保存积极的情绪。让学生充分体验到写作进步和成功的喜悦，从而激发学生不断提高英文写作的热情。(1) enrich students metacognitive knowledge. In order to increase students awareness of writing knowledge, can be done by increasing the students metacognitive experience. When writing the article, you should remind students writing matters needing attention, so that the students can realize in the process of writing your own writing off the topic, they will encourage students to rethink where there is a problem, timely correcting mistakes. In addition, teachers should through a variety of teaching methods, such as writing, conversation and verbal praise, strengthening students metacognitive knowledge and help learners to correctly treat difficult, eliminate frustration, keep positive emotions. Let the students fully experience the writing progress and the joy of success, thereby stimulating the enthusiasm of students to improve English writing. （2）学习写作之前，鼓励学生制定学习计划，即计划策略。为了摆脱在英语写作中出现的中国式英语，应该学生事先制定多种写作大纲。通过制定写作纲要，培养学生写作的目的性，养成用英语表达的习惯，进而形成自己的英语写作风格和写作模式。(2) before learning to write, students are encouraged to make learning plan, the plan strategy. In order to get rid of the chinglish in English writing, students should be worked out in advance of writing outline. By writing an outline, cultivate the students writing purpose, form the habit of expression in English, and then form their own English writing style and writing mode. （3）增强学生元认知监控能力。从元认知的角度来看，英语写作不仅是选题、构思、写作等环节组成，还应包括自我检查和纠正等环节。开始写作时，教师应引导学生审视自己的写作题目，及时发现写作内容上不足之处。教师让学生进行自我审视，能使他们写作更具备针对性，更好调动其写作的主动性。利用思维监控，提示学生写作之前审查写作题目、推敲写作大纲、反复修改写作内容。在一系列有意识的自我审视动作之后，学生可以从对写作内容是否详实；结构是否合理；层次是否分明；细节是否清晰；论据是否充分等方面，提高自己的认知能力和写作水平。(3) enhancing students metacognitive monitoring ability. From the point of view of metacognition and English writing is not only a topic selection, design, writing, and should also include the self check and correct. Started writing, teachers should guide students to review their own writing subject, writing content in deficiency. Teachers ask students to look at themselves, to make their writing more have specific aim, to better mobilize the initiative of writing. Monitoring using thought, prompt the student writing review before writing subject, writing the examination outline, modify repeatedly. After a series of conscious self review action, students can on writing content is detailed; Structure is reasonable; Hierarchy is clear; The details are clear; Argument whether sufficient, etc., to improve their cognitive ability and writing level. （4）制定全面的评价策略。评价策略也是提高学生写作水平的一项重要环节。一般采用多种评价方法，如自我评价、教师评价或实践反馈。学生自我评价的方法，主要是学生自己检查拼写和语法是否正确、审查文体和写作内容等，也可以根据正确答案进行比对找出自己写作的错误内容进行改进；教师评价需要教师要对写作内容的逻辑性和写作思维的表达能力进行评价。除了评价学生的写作成绩，也要对学生的学习态度进行评定，给出客观的综合成绩，使学生通过教师评价清楚地了解自己的优缺点；实践反馈是指将自己的撰写的英语习作利用各种方式提供给他人阅读。通过收到的反馈信息，习作者可以清楚掌握不同人群对自己习作的接受程度，以及自己写作能力距离实际应用的差距。在实践反馈的过程中，学生必然开始反思自己写作的心理历程，会有意识的规范自己的写作策略。(4) develop comprehensive evaluation strategy. Evaluation strategy is a important link to improve students writing level. Generally use a variety of evaluation methods, such as self evaluation, teacher evaluation feedback or practice. Student self assessment method, mainly is the students themselves to check spelling and grammar are correct and review writing style and content, etc., can also according to the correct answer compares to find himself content to improve writing mistakes; Teachers evaluation need to writing content to evaluate the expression of logic thinking and writing ability. In addition to the evaluation of students writing performance, but also to assess the students learning attitude, given the objective of comprehensi