心理与行为研究

心理与行为研究 ›› 2003, Vol. 1 ›› Issue (2): 110-115.

• 论文 • 上一篇    下一篇

中学生学习策略应用特点的研究

张向葵1, 张林2, 王颖3   

  1. 1 东北师范大学心理学系,长春 130024;
    2 吉林大学社会心理学系,长春 130012;
    3 鞍山师范学院教育技能教研部,鞍山 114005
  • 收稿日期:2002-10-16 出版日期:2003-06-20 发布日期:2015-01-21
  • 作者简介:作者简介：张向葵,女,东北师范大学心理学系教授,博士生导师。
  • 基金资助:
    本研究得到全国教育科学“十五”规划DBA010166重点课题资助

USING OF LEARNING STRATEGY IN MIDDLE SCHOOL STUDENTS

Zhang Xiangkui, Zhang Lin, Wang Ying   

  1. Department of Psychology, Northeast Normal University, Changchun 130024; Department of Social Psychology, JiLin University,Changchun 130012; Department of Technological Education, Anshan Normal College, Anshan 114005
  • Received:2002-10-16 Online:2003-06-20 Published:2015-01-21

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摘要： 运用中学生学习策略量表对442名初、高中学生进行测试,考察中学生应用学习策略的一般特点。结果表明：（1）中学生学习策略量表具有良好的信度、效度;（2）中学生在应用学习策略方面有随年级增长而下降的趋势。在调控策略的运用上女生显著多于男生,而在认知策略的运用上男生多于女生。深层加工策略和反馈调节策略存在年级与性别的交互作用;（3）初二和高二年级学习优、差生之间在学习策略上存在显著的差异,其中,深层加工、检索应用策略和反馈调节策略在各年级的优、差生之间都存在显著差异。

关键词: 中学生, 学习策略, 策略量表

Abstract: Using the Learning Strategy Scale to test the general characteristics about applying learning strategies with 442 subjects selected randomly from two middle schools. The results showed that the Learning Strategy Scale for Middle-School Students was very reliable and valid, and could be used to measure these learning strategies. Applications of the learning strategies in the junior school students were different significantly from the senior school students, but both decreased with grade. The girls′ performances were much better than the boys′ on the applications of the regulating strategies, while the boys′ performances were better significantly than the girls′ on the cognition strategies. There were significant interactions between grade and gender on the applications of both the deep-processing and the feedback-regulating strategies. There were also significant differences on the applications of the learning strategies between the students whose learning achievements were better and those whose learning achievements were worse in Grade 2 in both junior and senior school. Moreover, there were significant differences on the deep-processing, retrieval-applying and feedback-regulating strategies.

Key words: middle-school students, learning strategies, strategy-scale

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