摘要
本研究以62名学习困难学生(以下简称差生或学困生)和63名优生为被试,采用三因素混合实验设计,对优差生的阅读元认知知识及其应用特点进行了研究。结果表明:(1)优生对材料组织特征的元认知知识水平显著高于对词汇难度特征的元认知知识水平,而差生不存在显著差异;(2)九年级学生对材料组织特征的元认知知识水平显著高于词汇难度特征的元认知知识水平;其他年级之间没有显著差异;(3)在实际的阅读过程中,优生进行时问分配的人数显著多于学困生;学习困难学生的元认知知识与元认知控制的联系显著弱于优生。
This study was conducted to investigate by experiments the differences of metcognitive knowledge of vocabulary difficulty and passage organization and its applying in reading between good readers and poor readers. 62 good readers and 63 poor readers were selected from fifth to ninth grades. The results showed: (1) good readers' level of metacognitive knowledge of organization characteristics of material was significantly higher than that of vocabulary difficulty of material. This difference was not found in poor readers. (2) The level of metacognitive knowledge of organization characteristics of material of 9th graders was significantly higher than that of vocabulary difficulty of material. This difference was not found in the other grades. (3) The relationship between the metacognitive knowledge and the control of reading comprehension of children with learning disabilities was weaker than that of good readers.
出处
《心理科学》
CSSCI
CSCD
北大核心
2004年第3期664-668,共5页
Journal of Psychological Science
基金
教育部全国教育科学"九瓦"规划青年专项重点课题资助项目
关键词
学习成绩
材料组织特征
元认知知识
元认知控制
学生心理
learning disabilities, metacognitive knowledge, vocabulary difficulty, passage organization
