高校外语教师概述策略教学元认知知识研究【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

高校外语教师概述策略教学元认知知识研究PDF格式电子书版下载

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Chapter One Introduction1

1.1 Necessity of Exploring ESL/EFL Reading Teachers'Knowledge Base3

1.2 Difficulty of Exploring ESL/EFL Reading Teachers'Knowledge Base5

1.3 Status Quo of Exploring ESL/EFL Reading Teachers'Knowledge Base7

1.3.1 Exploring Teachers'Knowledge Base at the Cognitive Level8

1.3.2 Exploring Teachers'Knowledge Base at the Metacognitive Level11

1.4 Research Purpose15

Chapter Two Design of a Case Study on Metacognitive Knowledge19

2.1 Base of the Research Design:Carifio-Perla Model19

2.2 Design of the Research:A Two-Phase Case Study24

2.2.1 Case Study:Phase Ⅰ24

2.2.2 Case Study:Phase Ⅱ26

Chapter Three Construction of a General Metacognitive Knowledge Framework29

3 1 Understanding the Concept of Metacognition30

3.2 Distinguishing Metacognition from Cognition31

3 3 Understanding the Concept of Metacognitive Knowledge36

3.4 Flavell's Conceptualization of Metacognitive Knowledge40

3.4.1 Metacognitive Knowledge:A Class of Metacognitive Phenomena40

3.4.2 Metacognitive Knowledge:The Base of Metacognitive Phenomena43

3.4.3 Metacognitive Knowledge:Its Three Variables45

3.5 Other Researchers'Conceptualization of Metacognitive Knowledge51

3.5.1 Knowledge Structures in Information Processing Theory51

3.5.2 Knowledge Structures in Cognitive Psychology52

3.6 A Theoretical Framework of Metacognitive Knowledge57

Chapter Four Elaboration of the Constructed Metacognitive Knowledge Framework61

4.1 The Scope of Investigating Reading Teachers'Metacognitive Knowledge62

4.2 The Identification of the Critical and High Quality Knowledge Base65

4.3 The Finalization of the Content of The Monograph69

Chapter Five Val idation of the Metacognitive Knowledge Exploration75

5.1 Methodology of the Validation77

5.1.1 Review Panels78

5.1.2 Data Collection81

5.1.3 Data Analyses83

5.2 Results of the Validation86

5.2.1 Structured Responding Results86

5.2.1.1 Structured Itern-by-Item Responses by Teacher Educators87

5.2.1.2 Structured Itern-by-Itern Responses by In-Service Reading Teachers94

5.2.1.3 Structured Criteria Responses by Teacher Educators104

5.2.1.4 Structured Criteria Responses by In-Service Reading Teachers110

5.2.1.5 Structured Responding Results by Both Panels in Comparison118

5.2.2 Open-Ended Responding Results122

5.2.2.1 Description of the Open-Ended Responses by Both Panels123

5.2.2.2 Rated Open-Ended Responses by Teacher Educators128

5.2.2.3 Rated Open-Ended Responses by In-Service Reading Teachers131

5.3 All Responses by Both Panels in Comparison134

5.4 Summary and Discussion of the Results138

5.4.1 Views on the General MKF Construction139

5.4.2 Views on the General MKF Elaboration139

5.4.2.1 A Reading Model140

5.4.2.2 Enfolding the General MKF in the ESL/EFL Context140

5.4.2.3 Constructs and Teaching Demands of Summarizing Strategies Instruction142

5.4.2.4 Strategy Categories of Summarizing Strategies Instruction145

5.4.2.5 Selection of Cognitive and Metacognitive Pedagogical Strategies146

5.4.2.6 A Sample Lesson Plan148

5.4.3 Differences in Evaluating The Monograph149

5.4.4 Summing-up of the Results150

Chapter Six Cross-Validation of and Personal Reflection on the Research Process152

6.1 Cross-Validation of the Results from Other Studies152

6.2 Analysis of the Informal Research Journal159

6.2.1 Theme Ⅰ:Understanding the Concept"Metacognition"161

6.2.2 Theme Ⅱ:Organizing and Synthesizing Resources163

6.2.3 Theme Ⅲ:Writing of The Monograph164

Chapter Seven Final Reflections168

7.1 Overview of the Research Design168

7.1.1 Phase Ⅰ of the Study:The Theorization Process168

7.1.2 Phase Ⅱ of the Study:The Validation Process170

7.2 Limitations of the Case Study171

7.3 Implications of the Case Study174

7.4 Directions for Future Research176

7.5 Concluding Comments180

References182

Definition of Terms195

Appendices205

Appendix A205

Appendix B208

Appendix C227