Effectiveness of Application of the Three Elements of Metacognition to Researchoriented Learning.docx

Effectiveness of Application of the Three Elements of Metacognition to Researchoriented Learning.docx

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EffectivenessofApplicationoftheThreeElementsofMetacognitiontoResearchorientedLearning

论文题目：

EffectivenessofApplicationoftheThreeElementsofMetacognitiontoResearch-orientedLearningatSeniorHighSchool

ChapterOneIntroduction

Thischapterconsistsoffoursections:

SectionOnemakesanoveralldescriptionofthestudy;SectionTwodescribesthemotivationsofthisstudy;SectionThreepresentsitssignificanceandSectionFourdescribesthestructureofthisthesis.

1.1Overalldescriptionofthestudy

Thestudywasconductedtoexploretheeffectivenessofapplicationofthethreeelementsofmetacognitiontoresearch-orientedlearningatseniorhighschool.

Theresearchquestionstobeaddressedinthisstudyareasfollows:

1.Whateffectivenessdoesmetacognitiveknowledgehaveinresearch-orientedlearningatseniorhighschool?

2.Whateffectivenessdoesmetacognitiveexperiencehaveinresearch-orientedlearningatseniorhighschool?

3.Whateffectivenessdoesmetacognitivemonitoringhaveinresearch-orientedlearningatseniorhighschool?

Thetheoreticalframeworkofthisstudywasmainlybasedonthemetacognitivetheories.TheparticipantswerearesearchteamoffourstudentsandateacherinNanjingProvincialSeniorHighSchool.Theinstrumentsemployedinthisstudywerethedirectorindirectclassroomobservation,thepre-andpost-projectquestionnairesandweeklyjournalsrecordingtheprocessandthedevelopmentofthestudents.Datacollectioninvolvedthreestages:

thepreparationoftheproject,thepracticalresearchandpresentationpartoftheproject,andthelastperiodforsummaryandreflection.Apre-questionnairewasappliedatthebeginningofthefirststageandapost-questionnairewasusedattheendofthethirdstage,whileclassroomobservationandweeklyjournalswerecarriedoutthroughoutthethreestages.Dataanalysisincludedtwosteps—classificationandcomparison,thatis,classifyingdatacollectedintothreedifferentgroups,metacognitiveknowledge,metacognitiveexperienceandmetacognitivemonitoring;andcomparingthedifferencesofstudentsbeforeandaftertheprojecttofindouttheirimprovementssoastoshowtheireffectiveness.

1.2Motivationsofthestudy

Theresearcherwasstronglymotivatedtocarryoutthisstudybythreemainfactors.OnewasthedevelopmentofROLatSHSandtheothertwoherownteachingexperienceandthelackofempiricalstudyinthisaspect.

1.2.1DevelopmentofROLatSHS

Withthedevelopmentofscienceandtechnology,moreemphasiswasputontheresultsandqualityofeducation.Itiswidelyacceptedthateducationshouldmeettheneedsandrequirementsofthedevelopmentofsociety.Inordertoachievethisgoal,aseriesofreformshavebeencarriedouttomaketheeducationalsystemmorereasonable,moreeffectiveandmorescientific.Intherecentyears,thenewcurriculumreformhasbecomethemainconcernofeducation.Itisaimedatinnovatingtheoutdatedpartintheeducationalsystemwhichhasbecomeanobstacletothedevelopmentofhumanresourcesandsociety.Thebiggestproblemfacingusisthecontradictionbetweenthetest-orientededucationalstyleandnewrequirementsforthequalitiesofpeople.Whatsocietyneedsaremenwithhigherqualitiesandhigherabilities.Asaresult,quality-orientededucationhasbecomethefocusoftheeducationalreform.Peoplebegintorealizetheimportanceofstudent-centeredlearningmodeandputemphasisonthegradualtransitionfromknowledgeacquisitiontocapacity-building.Accompaniedwiththisaretheinnovationofeducationalideas,thetheoreticalandpracticalresearchonteachingandlearningmethods,thechangesofteachingmaterialsandtextbooks,aswellasthebettermentofexamstyleandassessmentstandards.Intheneweducationalsystem,theteachinghasshiftedfromteacher-centeredtostudent-centered.

Atthesametime,withthedevelopmentofpsychologyandlinguistics,educatorshavepaidmoreandmoreattentiontothechangeableelementsaffectinglearning,suchastheprocessoflearning,cognitivefactorsoflearners,thestrategiesoflanguagelearningandtheculturalcircumstancesofsociety.AccordingtothenewstandardsforEnglishcurriculum,Englishisacourseaimedatinspiringandarousingstudents’interest,forminggoodlearninghabits,developingabilitiesofautonomouslearningandcooperation,andapplyingeffectivelearningstrategies.ThepurposesofEnglishcourseatSHSaretogetstudentstograspsomebasicknowledge,improvetheirabilitiestolisten,speak,readandwrite,anddeveloptheircomprehensivecapacityofusingthelanguage.

Underthebackgroundofthenewcurriculumreform,manynewwaysoflearningandcourseshavebeenintroducedandbecomepartofschoolwork.Research-orientedlearningcourseisanecessarypartinthesystemofteachingandcourses.Itisaninevitableresultofnewcurriculumreformandquality-orientededucation,forthepurposeofimprovingstudents’learningandresearchingabilities,whicharehelpfulfortheirlife-longlearningandindividualdevelopment.TheapplicationofmetacognitioninROLisagoodwaytoachievethegoals.SotheresearcherismotivatedbythesituationofthedevelopmentofROLatSHSwiththepurposeoffindingbetterwaystoimprovelearningefficiencyandstudents’learningability.

1.2.2Theteacher’sownexperience

TheresearcherherselfhasbeenteachingEnglishatseniorhighschoolfornineyears,whoisquitefamiliarwithtraditionalteachingstyleandalwaystryingtofindbetterwaystoimprovestudents’learningresultsandlearningability.Inhersparetime,shelearnseducationaltheoriesbyreadingacademicpapersonbooksandnewspapersandhastakenmanynotesandwrittensomepapersonrelevanttopics.SinceROLisrequiredbytheteachingsyllabusasanecessaryandintegralpartofteachingstyleatSHS,shehascarriedoutfourROLprojectsandhasgainedmuchpracticalexperienceinthispart.Moreover,schoolleadersalsopaygreatattentiontothehealthydevelopmentofROL.SotheresearcherhastakenchancestoattendseveraltrainingsonROLandisinterestedinfindingoutwaystoconductitsuccessfullyandimprovestudents’learningabilitiesatthesametime.Inordertodoherworkmoreefficiently,shedecidedtoconductthisstudywiththeintentionofcombiningthetheoryofmetacognitionwithROLatSHSandfindingouteffectivewaystodevelopstudents’learningabilitiesandautonomy.

1.2.3Lackofstudiesinthisaspect

Beforethisstudy,ChineseJournalFull-textDatabase（CJFD）（1994-2007）andChineseDoctoralDissertation&Master’sThesesFull-textDatabase（CDMD）（2000-2007）concerningmetacognitionandresearch-orientedlearninghadbeensurveyed.Itwasfoundthatalthoughnumerousstudieshavebeencarriedoutonmetacognition,mostfocusonthestudyofconcepts,elements,strategiesanditspracticalapplicationandthatmostofresearchonROLfocusonthestudyofitsmeanings,functions,methodsandstrategies,fewempiricalstudieshavebeencarriedoutbycombiningthemtogether.

1.3Significanceofthestudy

Thesignificanceofthisstudyisasfollows:

Theoretically,thisstudywouldexplorethetheoreticalbasisofresearch-orientedlearning,namely,metacognitivetheoriesanddiscusstheeffectivenessofapplicationofthreeelementsofmetacognitiontoROLatSHS.Numerousstudieshavebeencarriedoutonresearch-orientedlearningandmetacognitionanddifferentresearchersofferdifferentinterpretationsoftheirownfindingsandtheoriesinmanydifferentaspects.ThisstudyisatentativeoneonthediscussionofthecombinationbetweenthetheoryofmetacognitionandthepracticeofROLatSHS,thusexpandingandenrichingthetheoreticalstudyinmoredetailedaspects.

Practically,itishelpfulforbothteachingandlearning.ItishopedthattheresearchconductedinthisstudywouldprovidereferencesforteacherstoimprovetheirteachingefficiencybyapplyingmetacognitiontoROLprojectandusingcreativeandflexibleteachingstyles.Inthisway,theyareabletoactasbetterguidesandgivebetterinstructionsinteaching.Meanwhile,thisstudywouldprovidethestudentswithsomeinsightsintotheirroleinclassandhowtoimprovetheirlearningefficiencyandlearningabilities,includingsolvingproblems,makingplansandprocessinginformation.Onlyinthiswaycantheydeveloptheirpracticalabilitiestoplan,implementandmonitorinthelearningprocess.

1.4Structureofthisthesis

Thisthesisisdividedintofivechapters:

ChapterOneIntroductionmakesanoveralldescriptionofthisstudyanditsmotivationsandsignificance.

ChapterTwoLiteratureReviewfirstintroducessomebasicconceptsinthisstudy,andthenreviewspreviousstudiesinmetacognitionandROLbothathomeandabroad.

ChapterThreeistheMethodologypart,describingwhatthisstudyaimedtoinvestigate,whoparticipatedinthisstudy,whatkindofinstrumentswereemployed,howdatawerecollectedandanalyzedinordertoanswertheresearchquestions.

ChapterFourResultsandDiscussionreportstheresultsofthisstudyandpresentsdiscussionandexplanationabouttheresults.

ChapterFiveConclusionsummarizesthemajorfindingsofthisstudy,providesthepedagogicalimplications,pointsoutitslimitationsandofferssuggestionsforfurtherresearch.

ChapterTwoLiteratureReview

Thischapterconsistsoffoursections.SectionOnediscussesthedefinitionofmetacognitionandresearch-orientedlearning.SectionTwointroducespreviousstudiesofmetacognitionbothabroadandinChina.SectionThreeofferspreviousstudiesofresearch-orientedlearningbothabroadandinChina.SectionFourreviewsthepreviousempiricalstudie