【作者】 张乐；

【导师】 陈弘；

【作者基本信息】 华东师范大学 ， 教育硕士（专业学位）， 2022， 硕士

【摘要】 随着《普通高中英语课程标准(2020年版)》的发行,教师和学生越来越重视英语的四个核心素养。在核心素养之一的学习能力中,错题管理作为一种很重要的元认知学习策略,体现出了学生的自主学习能力。为了能够了解高三学生错题管理现状,以及其研究具体有效的实施方法,本文对以下四个问题开展了研究,包括(1)不同性别、英语水平的学生在错题管理题型上有何差异?(2)错题管理实验前后,从态度、行为和策略三个维度,不同性别和英语水平高三学生对于语法填空这一题型错题管理有何差异和变化?(3)实验中的对英语语法填空错题管理及定期复习对于语法填空这一题型以及整体题目正确率有何影响?(4)根据实验前后,高三学生整体错题管理以及语法错题管理的变化和影响,对教师和学生有何更为针对性的建议?首先,笔者在上海市某示范性高中三年级选取一个班共31名学生进行单组实验法进行实验。在实验前,笔者向被试者们发放调查问卷34份,并回收有效的问卷共计31份,并对被试者们进行前测,测试其英语水平。在实验中,被试高三学生首先在课堂中学习语法填空错题管理的策略。在此之后,被试者们一共进行了时长为14周的错题管理,其中包含每周一次的错题管理的上交以及每两周一次共7次的高频错题的复习。实验者将每周记录每位被试语法填空中错题类型以及错误次数,以记录被试过程性变化。在实验后,向同一批被试发放调查问卷32份,实际回收31份,并进行后测。最后,通过抽取低、中、高不同英语学习水平者各两名进行访谈,从态度、行为和策略三个维度具体了解并分析不同英语学习水平者对英语学科整体和语法填空题型错题管理的现状。本实验得到以下结论:(1)实验前后学生在错题管理题型上存在差异,在实验后学生除了整理语法填空之外,还对包括主观题在内的其他板块进行了错题整理,并取得了一定效果。但是学生的薄弱环节和错题整理并不完全匹配,集中在听力和阅读板块。不同性别的学习者们在错题管理上存在一定的差别。在实验后,从题型角度和语法填空角度,女生均更为突出。处于不同水平的英语学习者在错题管理上存在一定的差异性。高水平英语学习者在各方面表现最好,而低水平英语学习者变化和进步最大。(2)实验后,各维度均有提升,且错题管理态度最端正,一定程度上引领者学生的行为和策略。实验后,错题管理行为及策略方面有很大提升且互相关联。但是,实验后学生在一些行为和策略上仍偏浅层,比如对新题和旧题关系的理解,以考试为导向的复习,和一些策略的应用等。(3)实验后,学生的语法填空有明显的的提升但语法填空得分高的学生未必总成绩更好。可能由于语法填空的错题管理,带动了学生在其他题型方面的错题管理,间接影响和提高了学生们的英语水平。基于结论,对教师和学生提出如下建议:(1)对教师而言,需要在错题管理前,阐明其要求及意义,并介绍不同错题管理策略。另外,在错题管理期间,针对不同学生采取分层个别指导,并且加强对于错题管理的定期反馈和监督。(2)对学生而言,需要深化对错题管理的认识,摆正态度并且学习并应用不同的错题管理策略,尤其是深层策略。更多还原

【Abstract】 With the release of the English curriculum standard for senior high schools(2020Edition),teachers and students pay more and more attention to the four core English qualities.In the learning ability,one of the core qualities,error correction management,as a very important metacognitive learning strategy,reflects students’ independent learning ability.In order to understand the current situation of error correction management of senior three students and the effective implementation of its research,this paper studies the following four questions,including(1)what are the differences in the types of error correction management among students of different gender and English level?(2)Before and after the error correction management experiment,from the three dimensions of attitude,behavior and strategy,what are the differences and changes in the error correction management of grammar blank filling among senior three students of different genders and English proficiency?(3)How does the management and regular review of English grammar blank filling errors affect the accuracy of grammar blank filling and the overall English ability?(4)According to the changes and effects of the overall error correction management and grammatical error correction management of senior three students before and after the experiment,what more specific advice do you propose for teachers and students?Firstly,the author selected a class of 31 students in the third grade of a key high school in Shanghai to do the time series experiment.Before the experiment,34 questionnaires were distributed to the subjects,31 of which were effective,and the pre-test was carried out.In the experiment,senior three students first learned the management strategy of grammatical blank filling errors in class.After that,the subjects conducted a total of 14 weeks of error correction management,including the submission of wrong question management once a week and the review of high-frequency errors seven times every two weeks.The experimenter recorded the types of wrong questions and the number of errors in each subject’s grammatical blank filling every week to record the process changes of the subjects.After the experiment,32 questionnaires were distributed to the same batch of subjects,31 of which were actually returned,and the post-test was carried out.Finally,by interviewing two low,medium and high English learners,we can understand and analyze the current situation of different English learners’ management of English subject as a whole and grammatical blank filling questions from the three dimensions of attitude,behavior and strategy.The following conclusions are obtained in this experiment:(1)After the experiment,students not only sorted out the grammar errors,but also sorted out the errors in other sections,including subjective questions,and achieved certain results.However,students’ weak parts do not completely match the error management,especially when it comes to listening and reading.There are gaps in management of error correction between female and male students.After the experiment,girls are more prominent in terms of question type and grammatical blank filling.There are gaps in the management of error correction among students with various English levels.High level students perform best in all aspects,while low-level students change and progress the most.(2)After the experiment,all dimensions are improved,and the error correction management attitude has the highest score,which leads students’ behavior and strategy to a certain extent.After the experiment,students’ error correction management behavior and strategy have been largely and positively changed and interrelated.However,after the experiment,students are still superficial in some behaviors and strategies,such as the understanding of the relationship between new questions and old questions,examination oriented review,and the application of some strategies.(3)After the experiment,students’ grammar test scores have improved significantly,but students with high grammar test scores may not have better overall scores.It may be that the error correction management of grammar blank filling has driven the students’ error correction management in other question types,indirectly affecting and improving the students’ English level.Thus,the following advice is proposed for both teachers and students:(1)For teachers,it is necessary to clarify their requirements and significance before error correction management,and introduce different error correction management strategies.In addition,during the management of error correction,hierarchical individual guidance shall be taken for different students,and more regular feedback and supervision on the management of wrong questions shall be offered.(2)For students,it is necessary to deepen their understanding of error correction management,correct their attitude,and learn and apply different error correction management strategies,especially deep-seated strategies.更多还原