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我有多么确定? 文本类型和问题类型如何影响小学和中学学生的理解校准
Alessandra Zagato1, Eleonora Pizzigallo2, Gerardo Pellegrino2
1Department of Human Sciences, IUL Telematic University, Florence, Italy.
阅读理解的元认知校准随着年龄和经验的增长而有所改善. 年轻的学生在解释性文本和推断性问题上扎,高估了他们的理解.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 超认知技能对于阅读理解和学习至关重要.
- 这些技能的发展可能因文本类型 (叙事与阐述),问题类型 (事实与推论) 和教育水平而异.
- 有限的研究存在于这些因素如何影响学生的元认知校准.
研究的目的:
- 调查文本类型,问题类型和教育水平如何影响学生阅读理解的元认知校准.
- 通过阅读任务后的信心评分来检查后指导性元认知判断.
主要方法:
- 407名中小学生完成了阅读理解任务.
- 在任务后收集学生的信心评分,以评估metacognitive判断.
- 计算了三个校准指数 (绝对准确性,偏差,歧视) 来评估性能预测的准确性.
主要成果:
- 学生在各个教育水平的叙事文本上表现相似.
- 与中学生相比,小学学生在阐释性文本和推断性问题上表现不佳,并高估了自己的能力.
- 随着对复杂文本和学校教育的更多接触,超认知校准的准确性似乎会增加.
结论:
- 文本类型和问题类型显著影响阅读理解中的元认知校准.
- 研究结果表明,教育策略应侧重于特定类型的阅读技能和元认知反思.
- 干预可以帮助学生开发更准确的自我评估他们的理解能力.
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