Abstract | 第6页 |
摘要 | 第7-10页 |
Chapter 1 Introduction | 第10-17页 |
1.1 Background of the study | 第10-13页 |
1.2 Research questions | 第13-14页 |
1.3 The significance of the research | 第14-16页 |
1.4 The structure of the thesis | 第16-17页 |
Chapter 2 Literature Review | 第17-33页 |
2.1 Formative assessment | 第17-20页 |
2.1.1 The definition of formative assessment | 第17-18页 |
2.1.2 The types of formative assessment | 第18-20页 |
2.2 Formative self-assessment | 第20-23页 |
2.2.1 Definitions of formative self-assessment | 第20-21页 |
2.2.2 Benefits of formative self-assessment | 第21-22页 |
2.2.3 Implementation principles of formative self-assessment | 第22-23页 |
2.3 Meta-cognitive learning strategies in reading | 第23-27页 |
2.3.1 Definition of reading | 第23页 |
2.3.2 Definitions of meta-cognitive learning strategies | 第23-24页 |
2.3.3 Meta-cognitive reading strategies | 第24-27页 |
2.4 Related studies on formative self-assessment in improving reading meta-cognitive strategies | 第27-32页 |
2.4.1 Related studies on formative self-assessment in improving reading meta-cognitive strategies abroad | 第27-29页 |
2.4.2 Related studies on formative self-assessment in improving reading meta-cognitive strategies in China | 第29-32页 |
2.5 Summary | 第32-33页 |
Chapter 3 Research Methodology | 第33-41页 |
3.1 Research hypotheses | 第33页 |
3.2 Research subjects | 第33-34页 |
3.3 Research instruments | 第34-36页 |
3.3.1 Questionnaire | 第34-35页 |
3.3.2 Tests | 第35页 |
3.3.3 Interview | 第35-36页 |
3.4 Research procedure | 第36-37页 |
3.5 A sample lesson plan | 第37-41页 |
Chapter 4 Results and Discussions | 第41-59页 |
4.1 Reading meta-cognitive planning strategies of senior high school students improved with formative self-assessment | 第41-45页 |
4.1.1 Analysis of the pre-questionnaire of EC and CC | 第41-42页 |
4.1.2 Analysis of the post-questionnaire of EC and CC | 第42-43页 |
4.1.3 Comparison of the Independent sample T test of reading meta-cognitive planning strategies in EC and CC before and after experiment | 第43-45页 |
4.2 Reading meta-cognitive monitoring strategies of senior high school students improved with formative self-assessment | 第45-50页 |
4.2.1 Analysis of the pre-questionnaire of EC and CC | 第45-47页 |
4.2.2 Analysis of the post-questionnaire of EC and CC | 第47-48页 |
4.2.3 Comparison of the Independent sample T test of reading meta-cognitive monitoring strategies in EC and CC before and after experiment | 第48-50页 |
4.3 Reading meta-cognitive evaluation strategies of senior high school students improved with formative self-assessment | 第50-54页 |
4.3.1 Analysis of the pre-questionnaire of EC and CC | 第50-51页 |
4.3.2 Analysis of the post-questionnaire of EC and CC | 第51-52页 |
4.3.3 Comparison of the Independent sample T test of reading meta-cognitive evaluation strategies in EC and CC before and after experiment | 第52-54页 |
4.4 Senior high school students’ reading meta-cognitive strategies improved with formative self-assessment | 第54-59页 |
4.4.1 Data analysis of the pre-test | 第54-55页 |
4.4.2 Data analysis of the post-test | 第55-56页 |
4.4.3 Data analysis of the Paired-samples statistics of pre-test and post-test in EC | 第56-59页 |
Chapter 5 Conclusion | 第59-65页 |
5.1 Major findings | 第59-62页 |
5.2 Implications of the research | 第62-63页 |
5.3 Limitations and suggestions for further study | 第63-65页 |
Bibliography | 第65-70页 |
Appendices | 第70-85页 |
Appendix 1 高中生在阅读中元认知策略使用频率的形成性自评问卷 | 第70-72页 |
Appendix 2 高中生运用形成性自我评价改进阅读元认知策略的访谈提纲 | 第72-73页 |
Appendix 3 Papers for Pre-test | 第73-79页 |
Appendix 4 Papers for Post-test | 第79-85页 |
Acknowledgements | 第85页 |