高校外语教师概述策略教学元认知知识研究PDF电子书下载

Chapter One Introduction 1

1.1 Necessity of Exploring ESL/EFL Reading Teachers'Knowledge Base 3

1.2 Difficulty of Exploring ESL/EFL Reading Teachers'Knowledge Base 5

1.3 Status Quo of Exploring ESL/EFL Reading Teachers'Knowledge Base 7

1.3.1 Exploring Teachers'Knowledge Base at the Cognitive Level 8

1.3.2 Exploring Teachers'Knowledge Base at the Metacognitive Level 11

1.4 Research Purpose 15

Chapter Two Design of a Case Study on Metacognitive Knowledge 19

2.1 Base of the Research Design:Carifio-Perla Model 19

2.2 Design of the Research:A Two-Phase Case Study 24

2.2.1 Case Study:Phase Ⅰ 24

2.2.2 Case Study:Phase Ⅱ 26

Chapter Three Construction of a General Metacognitive Knowledge Framework 29

3 1 Understanding the Concept of Metacognition 30

3.2 Distinguishing Metacognition from Cognition 31

3 3 Understanding the Concept of Metacognitive Knowledge 36

3.4 Flavell's Conceptualization of Metacognitive Knowledge 40

3.4.1 Metacognitive Knowledge:A Class of Metacognitive Phenomena 40

3.4.2 Metacognitive Knowledge:The Base of Metacognitive Phenomena 43

3.4.3 Metacognitive Knowledge:Its Three Variables 45

3.5 Other Researchers'Conceptualization of Metacognitive Knowledge 51

3.5.1 Knowledge Structures in Information Processing Theory 51

3.5.2 Knowledge Structures in Cognitive Psychology 52

3.6 A Theoretical Framework of Metacognitive Knowledge 57

Chapter Four Elaboration of the Constructed Metacognitive Knowledge Framework 61

4.1 The Scope of Investigating Reading Teachers'Metacognitive Knowledge 62

4.2 The Identification of the Critical and High Quality Knowledge Base 65

4.3 The Finalization of the Content of The Monograph 69

Chapter Five Val idation of the Metacognitive Knowledge Exploration 75

5.1 Methodology of the Validation 77

5.1.1 Review Panels 78

5.1.2 Data Collection 81

5.1.3 Data Analyses 83

5.2 Results of the Validation 86

5.2.1 Structured Responding Results 86

5.2.1.1 Structured Itern-by-Item Responses by Teacher Educators 87

5.2.1.2 Structured Itern-by-Itern Responses by In-Service Reading Teachers 94

5.2.1.3 Structured Criteria Responses by Teacher Educators 104

5.2.1.4 Structured Criteria Responses by In-Service Reading Teachers 110

5.2.1.5 Structured Responding Results by Both Panels in Comparison 118

5.2.2 Open-Ended Responding Results 122

5.2.2.1 Description of the Open-Ended Responses by Both Panels 123

5.2.2.2 Rated Open-Ended Responses by Teacher Educators 128

5.2.2.3 Rated Open-Ended Responses by In-Service Reading Teachers 131

5.3 All Responses by Both Panels in Comparison 134

5.4 Summary and Discussion of the Results 138

5.4.1 Views on the General MKF Construction 139

5.4.2 Views on the General MKF Elaboration 139

5.4.2.1 A Reading Model 140

5.4.2.2 Enfolding the General MKF in the ESL/EFL Context 140

5.4.2.3 Constructs and Teaching Demands of Summarizing Strategies Instruction 142

5.4.2.4 Strategy Categories of Summarizing Strategies Instruction 145

5.4.2.5 Selection of Cognitive and Metacognitive Pedagogical Strategies 146

5.4.2.6 A Sample Lesson Plan 148

5.4.3 Differences in Evaluating The Monograph 149

5.4.4 Summing-up of the Results 150

Chapter Six Cross-Validation of and Personal Reflection on the Research Process 152

6.1 Cross-Validation of the Results from Other Studies 152

6.2 Analysis of the Informal Research Journal 159

6.2.1 Theme Ⅰ:Understanding the Concept"Metacognition" 161

6.2.2 Theme Ⅱ:Organizing and Synthesizing Resources 163

6.2.3 Theme Ⅲ:Writing of The Monograph 164

Chapter Seven Final Reflections 168

7.1 Overview of the Research Design 168

7.1.1 Phase Ⅰ of the Study:The Theorization Process 168

7.1.2 Phase Ⅱ of the Study:The Validation Process 170

7.2 Limitations of the Case Study 171

7.3 Implications of the Case Study 174

7.4 Directions for Future Research 176

7.5 Concluding Comments 180

References 182

Definition of Terms 195

Appendices 205

Appendix A 205

Appendix B 208

Appendix C 227