摘要
学习者对所运用的心理过程的选择、学习时对学习的监控、学习后对学习的评估即元认知策略的应用一直是大学英语教学的薄弱环节,从学生四六级的情况也可以看出,因为语法错误过多而导致作文分数非常不理想。针对语法难教、效果甚微的问题,笔者试图通过对学生作文实际批改结果与学生对自己作文中出现的语法错误的元认知情况进行对比分析,得到一些有益的启示。
The application of metacognitive strategies, which involves thinking about the mental processes used in the learning process, monitoring learning while it is taking place and evaluating learning after it has occurred, has always been neglected during the teaching and learning in college English courses. The author endeavors to obtain some inspiration by carrying on a series of comparison and analyses between the results of grading the composition and the evaluation from students.
出处
《重庆职业技术学院学报》
2006年第4期45-47,共3页
Journal of Chongqing Vocational& Technical Institute
关键词
元认知策略
作文
语法
实际批改
自我评估
metacognitive strategy
composition
grammar
grading
self-evaluation
