【作者】 刘凌；

【导师】 陈佑林；

【作者基本信息】 华中师范大学 ， 学科教学， 2007， 硕士

【摘要】 国内外的研究表明，对不同学习策略的选择在很大程度上影响着学生的学习结果，学习策略的选择在很大程度上对学生的结果产生影响。研究者通过对学生学习策略的现状进行调查与分析，了解到学生的学习成绩直接反映了学习策略的使用情况。学生一般较多使用认知策略、元认知策略和补偿策略。在学习策略的使用方面，学生存在着认识不到位，自觉运用意识薄弱，运用能力普遍较差等问题。教师教学模式和教材、教育环境等因素是学生学习策略使用差异产生的主要原因。教师的职责不仅要传授知识，更重要的是注重学习策略的培养。因此，教师应根据学生的自身特点，帮助学生掌握良好的学习策略，英语学习策略的形成将会影响学生的终生学习能力，每一个英语教师都应该充分认识到其重要性。教师要从初中起始阶段就注意对学生学习策略尤其是社交策略和认知策略的培养，中学英语课程标准也明确要求要培养学生的学习策略。笔者通过教学实践认识到，对学习策略的现状进行调查和分析，了解目前学生在学习策略上存在的问题并予以认真解决，是现实教学中一个重要的问题。笔者所在的学校是一所初中学校，抓住初中生思维发展的关键期培养学生的学习策略是非常重要而又可行的。因此，本文通过研究英语学习中学生的英语学习策略与英语学习成绩的关系，以便更好地了解初三学生选择和使用学习策略的情况，以及学生的学习策略运用对学习成绩有什么影响，旨在为培养初中学生学习策略的必要性提供一些理论依据。本文采用调查问卷和英语水平测试的形式进行了调查研究，研究的内容包括学习策略的使用情况，以及该使用情况与学习成绩之间的相关性。调查结果发现：石首市文峰中学初三学生英语学习策略使用总平均分为3.00，使用情况一般。六类策略中认知策略与元认知策略使用频率最高，补偿策略次之，记忆策略、社交策略和情感策略使用频率比较低，大多数同学交际策略和情感策略运用很少或没有；学习策略总体水平与学业成绩密切相关，并且在不同水平的学习者之间存在着运用(自觉运用)差异，这一结果与已有的研究结论较为一致。针对本次研究结果，笔者对该校学生学习策略使用情况进行了分析，从中得到一些启示，并以此为依据，提出教师教学观点以及方法改变的迫切需要性。更多还原

【Abstract】 The researches both at home and abroad indicated that choosing various learning strategies will affect the students’ achievement to a certain degree. The choice of learning strategy will produce a big influence to students’ study result. Lots of researchers argued that students’ achievement can reflect directly the situation of using learning strategies by numerous investigations and analyses. More often than not, students used the strategies frequently like cognitive strategies, metacognitive strategies and compensation strategies. There are some problems when students use learning strategies .For instance, students used to have problems with the correct use of learning strategies. Their ability of using learning strategies is weak. As we know, teachers’ teaching methods, teaching materials and the environment etc. are the major factors which result in the different ways of students’ learning strategies. Teachers’ duty is not only to instruct the students knowledge; one of the most important things is to train their ability to use learning strategies correctly. Therefore, teachers should help the students master proper learning strategies on the basis of their individual characteristics. The development of English learning strategies will affect students’ ability of life-long learning. Teachers should realize fully about the importance and pay more attention to the development of students’ learning strategies at the initial stage of junior middle school students’, especially communicative strategies and cognitive strategies. The New Curriculum Criteria of Middle School also required explicitly that we need to train students’ learning strategies through the practice of teaching .The author who has been engaged in English teaching of junior middle school for twelve years, has found that it’s important to investigate, analyze the current situations of students’ learning strategies and solve the problems exist in students’ learning strategies.The junior middle school students are all at the age of developing their thinking and ability of study, so it’s the critical period to train their learning strategies. At this point, the paper studies the relationship between students’ achievement and their learning strategies of English language learning and hopes to know more about how junior three students choose and use their learning strategies and what influence their achievement when they use the learning strategies. The paper aims at providing some theory bases about how to train the junior middle school students’ language learning strategies.The study has its research gone via questionnaire and an English test. Which focused on the relationship between the learning strategies and the factor of achievement with the method of the correlation analysis from SPSS 11.0. The main content of this research includes the present use situations of junior middle school students’ learning strategies and the correlation between study achievement and their learning strategies.The result of this investigation shows that the average mark of using learning strategies of Junior Three students’ in Wenfeng Middle School in Shishou City is 3.00.The use condition turns out to be general. Among six learning strategies, the most frequently used strategies are cognitive strategies and metacognitive strategies; compensation strategies are used less, memory strategies ,communicative strategies and affective strategies are least employed. Most students use communicative and affective strategies fewer or never. The whole level of learning strategies have close relationship with students’ achievement, at the same time ,students at different level have difference in using learning strategies (spontaneously). This result is almost the same as previous researches.As for the outcome of this study, the author obtained some enlightenment by analyzing the students’ learning strategies in Wenfeng Middle School, and on the basis of the result the study finally points out that it is imperative essential that teachers’ concept and methods of teaching should be changed .更多还原