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本实验研究通过选取两个自然班,一个为实验班,一个是控制班。在实验班的听力教学中对学生进行听力元认知策略培训,控制班没有这项培训。用调查问卷和考试的手段对两个班学生对元认知策略的掌握情况和听力成绩进行对比来考察元认知学习策略是否与听力成绩之间的具有显著相关性。实验结果证明:元认知学习策略可以帮助学生提高听力成绩,二者之间具有显著相关性。
The experimental study selected two natural classes, one for the experimental class and one for the control class. In the listening class of the experimental class, the students are trained in the listening metacognitive strategies. The control class does not have this training. Using questionnaires and examinations to compare the mastery of the metacognitive strategies and listening performance of the two classes of students to investigate whether the metacognitive learning strategy has a significant correlation with the listening performance. The experimental results show that: metacognitive learning strategies can help students improve their listening performance, and there is a significant correlation between them.