小学生在元认知监控中单词学习策略的特点
The Characteristics of Vocabulary Learning Strategies for Primary School Students in Metacognitive Monitoring

元认知监控与学习策略之间存在着紧密的联系，且会影响人们的回忆成绩。但鲜少有研究者考察小学生在元认知监控中单词学习策略的特点。本研究以元认知监控为切入点，探讨小学生在只用单词学习策略过程中元认知监控的特点。招募66名5年级小学生参与实验。通过学习判断范式，考察被试在元认知监控下，学生各种单词学习策略的使用情况。结果发现，在强迫选择策略阶段，迫选的自我检测策略的学习效果要明显好于使用复习策略的效果，更优于“停止学习”的策略；学习完成后不对刚刚学过的内容进行加工处理就去学习新任务的学习效果是最差的；在被迫选择检测策略的情况下，无论是英语学习高分组还是低分组，检测策略都是比较高效的学习策略，它对记忆的促进效果比较好。应作为学习者学习单词的常用策略。本研究首次从元认知监控角度考察小学生单词学习策略使用的特点，强调元认知监控与学习策略之间的紧密联系。
There is a close relationship between metacognitive monitoring and learning strategies, which can affect people’s recall performance. However, few researchers have examined the characteristics of vocabulary learning strategies in primary school students during metacognitive monitoring. This study takes metacognitive monitoring as the starting point to explore the characteristics of metacognitive monitoring in the process of using only vocabulary learning strategies for young students. 70 5-year-old primary school students are recruited to participate in the experiment. By using the learning judgment paradigm, the use of various vocabulary learning strategies by students under metacognitive monitoring is examined. The results shows that in the forced choice strategy stage, the learning effect of the self detection strategy of forced selection is significantly better than the use of review strategy, and even better than the “stop learning” strategy; The learning effect of learning new tasks without processing the newly learned content after completion is the worst; In the case of being forced to choose a detection strategy, whether it is a high or low English learning group, the detection strategy is a relatively efficient learning strategy, and it has a good effect on promoting memory. It should be a common strategy for learners to learn vocabulary. This study, for the first time, examines the characteristics of vocabulary learning strategies used by primary school students from the perspective of metacognitive monitoring, emphasizing the close connection between metacognitive monitoring and learning strategies.