论大学英语学习者元认知能力的培养     

彭英  荣莉  夏妙月 《重庆职业技术学院学报》2006,15(5):37-38,41

要适应社会的发展以及英语学习模式的转变,大学英语学习者必须学会如何学习,因此必须培养英语学习者的元认知能力。文章简述了元认知理论及其构成,指出从以下三方面来培养大学英语学习者的元认知能力:培养英语学习者的元认知意识;元认知策略与认知策略和社会、情感策略相结合;采用直接、明确的方式进行元认知策略训练。  相似文献   

The relation between intellectual and metacognitive skills in early adolescence.     

Marcel?V.?J.?VeenmanEmail author  Rosalie?Kok  Anke?W.?Bl?te 《Instructional Science》2005,33(3):193-211

The first objective of this study was establishing to what extent metacognitive skill is associated with intelligence. As a second objective, the impact of hints on the execution of metacognitive skills was investigated. Both issues have major implications for the training and transferability of metacognitive skills during performance on a representative school task. First, a standardized intelligence-test was administered to a group of first-year secondary-school students. Next, these students solved six math word problems, three without metacognitive hints and three including these hints. Metacognitive skilfullness was assessed through systematical observation, while learning performance consisted of performance on a math task and grade point average (GPA). Results show that without hints metacognitive skilfulness is the main predictor of initial learning, while intelligence additionally enters the regression equation after the presentation of metacognitive hints. GPA also appears to be predicted by a combination of intellectual and metacognitive skills. Consequences for the early acquisition of metacognitive skills are discussed.  相似文献   

When is the best time to use rubrics in flipped learning? A study on students’ learning achievement,metacognitive awareness,and cognitive load     

Yi Zhang  Jun Ge  Cheng-Yu Hung  Lin Mei 《Interactive Learning Environments》2019,27(8):1207-1221

ABSTRACT

Rubrics can guide teachers to provide effective feedback and students’ peer- and self-assessment. This paper examines the effect of rubric use in flipped learning activities on students’ learning achievement, metacognitive awareness, and cognitive load through a quasi-experiment. A total of 83 university students were randomly assigned to an experimental group or a control group. The students in the experimental group were given rubrics in performing pre-class learning activities on the cloud platform, while those in the control group used rubrics in post-class assessment and modification of their finished works. The results show that rubric use can assist flipped learning by improving students’ learning achievement and metacognitive awareness, while reducing their cognitive load. Using rubrics before in-class work can yield stronger benefits in raising metacognitive awareness and lessening cognitive load. Moreover, the study reveals that students tend to hold a generally favorable attitude toward rubric use. These findings imply that appropriate use of rubrics in flipped learning has the potential to create a more efficient and learner-friendly condition to enhance self-regulated learning.  相似文献   

学习适应性与学习策略之实证研究——解读大学英语网络自主学习     

张泳  何高大 《现代教育技术》2012,22(4):73-78

根据皮亚杰的发生认知论原理,通过对英语网络自主学习环境下适应良好和适应不良的60名大学新生的网络学习记录进行分析,该研究发现适应良好的学生在认知策略、元认知策略和社会情感策略的运用上都具有明显的优势,影响学生学习适应性的主要因素是学生的策略运用而不是其原有的学业基础,对学习策略的积极运用能提高学生的学习适应性和学业成绩水平。  相似文献   

浅析元认知和元认知策略下的英语自主学习     

吴朝霞 《海外英语》2012,(10):119-120

该文通过分析元认知、元认知策略、英语自主学习三者的定义和关系,以及在教学中对英语自主学习能力的培养方法,促使学生形成自主有效的学习管理思维模式,提高学习效率。  相似文献   

How graphic novels support reading comprehension strategy development in children     

Beverley Brenna 《Literacy》2013,47(2):88-94

This qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the students’ development as readers. Findings demonstrated that the children were able to apply two types of strategies to their reading of graphic novels: ‘keys’ that supported form‐specific comprehension strategies and ‘master keys’ that supported more general comprehension strategies that could be applied to other types of texts. Student preferences for graphic novels aligned with their preferences for reading narrative novels and non‐fiction, and did not align with preferences regarding comics or cartoons. Student preferences for reading graphic novels increased throughout the study. Fluent student responses to graphic novels through process drama were identified. Implications of the study involve the employment of graphic novels to support metacognitive strategies for reading and writing as well as to facilitate process drama.  相似文献   

口语教学中批判性思维缺失现象及培养模式研究     

刘敬华 《湖北第二师范学院学报》2013,(4):106-108,118

通过口语教学过程中学习者口语表达批判思维缺失现象分析,发现常见的批判思维缺失现象有母语负迁移;思维狭窄、思辨缺席;逻辑混乱、调理不足;批判意识缺失、主观臆断等;提出以下培养策略：（1）利用思维导图辅助思考;（2）批判思维任务教学,变隐性为显性;（3）重视元思辨能力,提升批判性思维品质;（4）加强反思性思辨环节。  相似文献   

The Effect of“Metacognitive Strategy”on the Use of“Advance Organizer”     

王丽 《海外英语》2013,(7)

“Advance organizer”is a practical teaching strategy proposed by American modern educational psychologist Ausubel in 1960. This research considers learners’use of metacognitive strategy in the teachin...  相似文献   

Listening Strategies for High School English Examinations in China     

张姝 《海外英语》2013,(7)

Compared with other macro-skills, there are fewer insights about the process of listening and the way it is learnt. Al?though listening skill plays a significant role in language learning and communi...  相似文献   

Prompting students to make socioscientific decisions: embedding metacognitive guidance in an e-learning environment     

Ying-Shao Hsu  Shu-Sheng Lin 《International Journal of Science Education》2013,35(7):964-979

ABSTRACT

This study aimed at improving the decision-making (DM) skills of 11th graders by incorporating a DM framework, visualisation tools, collaboration, and metacognitive guidance into a socioscientific issue context. Two classes, the experimental group (embedded metacognitive guidance, N?=?42) and the comparison group (no metacognitive guidance, N?=?32), were involved in the implementation of the experimental methodology. An open-ended test and worksheets were developed to assess the students’ DM skills. The results indicated that the two versions of the DM learning modules had similar effects on the improvement in the students’ DM skills, but there were significant differences in their overall skills in DM (Z?=??6.410, p?<?.001), generating criteria (Z?=??6.956, p?<?.001), and evaluating DM results (Z?=??2.533, p?<?.011) based on the student responses on the worksheets. These findings indicate that further studies need to explore the mechanism of metacognitive guidance for students with different socioscientific issue DM skills in e-learning environments.  相似文献