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根据有关资料表明,学习策略的基本要素有选择性注意学习策略,记忆学习策略,组织学习策略,精加工学习策略,元认知学习策略,启发式解题学习策略,阅读理解学习策略和创造性思维学习策略.而根据对解题思路的分析,心理学家总结出七种启发式解题学习策略:简化策略、图解策略、逐步接近策略、逆向思考策略、联想搜寻策略、重新表述策略和关键点捕捉策略.…… 相似文献
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学习策略是学习者根据学习情境的特点和变化而采用的达到一种或多种学习目标的学习方式,包括认知策略、元认知策略和资源管理策略等几个方面。化学学习策略是通用学习策略与化学学科相结合的产物。在化学教学中运用学习策略时,要因人因时而异,并注意灵活把握,不可"形而上学"。 相似文献
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学习策略是指学生在学习数学概念、命题,在解决数学问题中所能采用的方法和技能,以及在此过程中的反思和调节,具体体现在学生解决数学问题的过程中,能对所要解决的数学问题进行理性的分析,而对不同问题采用不同的解题策略,转换思考学习策略的指导教学是指不把学习策略作为一门课而在教学中专门讲学习策略, 相似文献
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学习策略教学的课堂实施 总被引：3，自引：0，他引：3
学习策略是一个内涵丰富、多层次的复杂系统,学习策略教学必须依据学习策略的性质及其习得规律,科学有序地展开。学习策略教学可分为两大阶段:一是学习策略的选择定向阶段,主要指在教学开始前由教师根据学习策略自身、学生、教学内容等的特点选择所要教学的学习策略;二是学习策略的课堂教学阶段,指在学习策略的课堂教学中通过情感启动、策略呈现、策略转化和策略内化四个步骤来实现学生对所教学习策略的真正掌握。 相似文献
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化学事实性知识"是整个学科知识的基础,也是方法知识和观念知识的载体"。教师在教学中要有意识地运用学习策略理论组织教学,引导学生恰当运用精加工策略、组织策略和元认知策略等学习策略,以构建和完善事实性知识的结构,并提高运用化学事实性知识分析问题和解决问题的能力。 相似文献
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21世纪教育的核心是学会学习。自20世纪70年代以来，学会学习、掌握学习策略越来越被学术界关注。学习策略是指学生在元认知的作用下，根据学习情境的各种变量、变量间的关系及其变化，调控自己的学习活动和学习方法的选择与使用的学习方式或过程。影响学生的学习成绩有多种因素，诸如学生的健康状况、学习动机、学习策略、学习基础、教师的业务水平、家长的教育水平、学习的环境条件，社会和集体的影响等等。在这些因素中，学习策略是重要的因素之一。因此，如何促进学生的化学学习，途径之一就是教会学生掌握化学学习的策略。 相似文献
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耿晓强 《数理化学习(高中版)》2014,(11):66-66
数学解题策略作为一种高层次的逻辑思维活动,严重影响到问题的解决效率,因此,解题策略的教学在高中阶段显得越来越重要.然而,在目前高中教学的具体实践中,存在一些问题,严重影响到高中数学的教学效率.本人根据自身的教学实践,发现积极采用解题策略可以有效改善当前数学课堂效率偏低的问题,具有相当的实用性.我国在高中数学解题教学实践中,在解题教学想象和解题思想方法等方面一直都存在重大的解题教学误区. 相似文献
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语言学习者都在有意识或无意识地使用学习策略进行语言学习,语言学习策略的使用与成功的语言学习究竞有怎样的关系始终是这一领域内的一个重要课题.为了了解学生英语学习策略的使用状况,为成功的语言学习提供指导,笔者对北京航空航天大学、北京工商大学和北京航空航天大学北海学院三所学校的学生进行了学习策略问卷调查,调查结果显示:北航和北京工商大学学生倾向于采用元认知策略,而北海学院学生更倾向使用补偿策略.根据三所学校学生使用学习策略的状况,笔者分析了针对北海学院学生教学的有益启示. 相似文献
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学习策略教学的类型、阶段与特点 总被引：7，自引：0，他引：7
教会学生学习、教会学生思考已成为当前心理学关注的热点问题。课堂策略教学主要涉及学习策略教学类型、教学阶段和教学的特点。学习策略教学的类型主要分为通用和学科学习策略,学习策略的教学基本阶段为激发兴趣、策略剖析、策略运用和策略反思四阶段,学习策略教学的特点包括策略的选择、策略的教学要素、策略的教学展示及策略教学的有效性条件诸方面。 相似文献
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贾延 《贵阳学院学报(自然科学版)》2013,8(3)
极限是微积分学的重要内容,而无限多项的和式的极限是函数极限的难点,重点介绍了8种有关和式极限求解的计算方法,并通过例子对这些方法做了更进一步地分析和讨论. 相似文献
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Kurt Reusser 《Instructional Science》1988,17(4):309-338
Arguments are put forward in this paper that classroom word problem solving is more-and also less-than the urgent analysis of a factual structure, in the sense that it is essentially a species of a social-cognitive activity. Word-or story-problems, presented in classroom contexts, represent textual and pragmatic patterms of a certain grammaticality. To present a problem verbally to a student means to organize a fact in some way for the attention of a problem solver. There is not only the structure of the problem text itself by which situations are denoted, but there is also the stimulative nature of the social-pragmatic context which shapes the student's textbook-problem solving behavior over a long period of time.The present paper discusses the results of several studies showing, for example, that subject matter related attitudes towards a problem frequently do not play an important part in the problem solving efforts; that students often solve problems correctly without understanding them; and that false contextual expectations can lead to abstruse errors of understanding and to peculiar solution attempts.The studies indicate that students can become sensitive and skilful in perceiving and capitalizing on subtle textual and contextual signs pointing to the solution and anticipating its pattern. It seems that usual textbook problems let students get accustomed to certain courses of processing where a simple fact, like whether an equation works out evenly or does not, can stop the process or push it further. It is argued that the deeper reason for the observed textual and contextual influences on understanding and problem solving lies in a fundamental weakness of the student's epistemic control behavior. The psychological and instructional significance of the studies is discussed. 相似文献
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This is a report of the approaches of two classroom science teachers, supported by a research group, to understanding the
consequences of a classroom change implemented in response to a perceived problem. The deficiencies of the normal curriculum
in providing for the needs of all students became the focus for the teachers of curriculum development in Year 7. This resulted
in the design of activities that required students to consolidate and apply their knowledge to the changes in state of water.
The challenge was to create accessible yet demanding problem-solving tasks for all students. In this article, the focus is
on the consequences of using these tasks. Student interviews were conducted through the period of using the tasks, students
made written comments at the end of the sequence, and records were kept of relevant classroom observations. Our concern that
students would recognise that the tasks were graded in difficulty, and hence their own ability as science students determined,
proved groundless. There were some interesting yet unexpected outcomes, particularly for student learning about aspects of
the ways science proceeds.
Anne Symons deceased in 1998. 相似文献
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Janis Bullock 《Early Childhood Education Journal》1988,16(1):24-27
Children seem to be natural problem solvers and delight in the challenges that are provided for them. Teachers who are careful observers of what children do can begin to provide many opportunities for helping them build their skills in problem solving. At the same time, it is important to let children create and solve some of their own newly discovered problems. A balance of both seems to be important to solving problems.Janis Bullock is Instructor of Early Childhood Education at Montana State University in Bozeman. 相似文献
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高岩 《佳木斯教育学院学报》2012,(2):307-308,311
本文主要论述四级考试中如何做好阅读理解。简要介绍了快速阅读的方法和四级考试中竹阅读理解题型及解题技巧,并结合四级考试题的实例分析了如何利用各种快速阅读的方法做好阅读理解题。 相似文献
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1 联系实际法就是将所给问题与实际联系起来考虑 ,抓住题目中的关键词语 (不为有些“不用条件”所迷惑 )寻找等量关系 ,打开突破口。例 1 某人按ａ元 /件还要优惠 2 5 %的价格进货 ,定销价时 ,想在优惠 2 0 %的名义下 ,获毛收入的 2 5 %的利润。那么利润总额 ｙ与货物件数ｘ间的关系式是 ( )(Ａ) ｙ=ａ4 ｘ (ｘ∈Ｎ) (Ｂ) ｙ =ａ3ｘ (ｘ∈Ｎ)(Ｃ) ｙ=ａ1 2 ｘ (ｘ∈Ｎ) (Ｄ) ｙ=3ａ1 3ｘ (ｘ∈Ｎ)解 设每件利润为ｂ ,则每件的毛收入为 :0 75ａ ｂ。由题意得 ( 0 75ａ ｂ) 2 5 % =ｂ ,∴ｂ =14 ａ ,∴ ｙ =ａ4 ｘ (ｘ∈Ｎ)。… 相似文献
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本文主要探讨青少年亲子冲突中归因、责任推断与策略选择、冲突影响的关系。结论是青少年对亲子冲突的归因影响解决策略的选择。 相似文献
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