运用探索型CAI模式培养中学生数学学科自我监控能力的实验研究

探索型CAI模式是运用自我监控学习理论 ,以计算机作为认知工具、由学生自主地制定计划、对一定的数学问题进行实验和探索 ,并最终达到锻炼学生自我监控学习能力的教学模式它主要包括“问题、探索、交流、总结、评价”等基本环节。教学实验表明 :该模式对培养中学生数学学科自我监控学习能力有促进作用。具体地讲 ,该模式对数学学科自我监控学习能力水平处于优、中、差三个层次上的学生而言 ,分别在反馈性和补救性、计划性和方法性以及意识性和方法性方面有显著的促进作用。     

学业中等生自我监控学习能力与人格特征关系的研究

本研究以学业中等生为研究对象，对学业中等生自我监控学习能力与人格特征之间的关系进行了研究。研究结果表明，学业中等生的自我监控学习能力与稳定性、有恒性、自律性等人格特征存在着高度的正相关，而与忧虑性、紧张性等人格特征存在着负相关；自我监控学习能力与十六种人格特征在性别上的差异性比较进一步证明了这一结论，表明稳定性、有恒性、自律性、忧虑性、紧张性等人格特征是影响中等生自我监控学习能力的重要因素。     

化学实验教学中学习策略训练效应的实验研究

在化学实验教学中，对学生进行学习策略训练，研究结果表明：实验组学生在计划性、意识性、一般方法、课后练习方法、复习方法、执行性、反馈性、补救性和总结性等维度均有明显提高，通过回归分析还证明，学习策略对化学实验成绩有重要影响，因此在实验教学中应重视学生实验设计能力、自我反思与调控能力、元认知策略和科学态度的培养。     

高中生英语学习适应性与人格、学业自我效能感、学业成绩的关系

对河南省四所高中782名学生英语学习适应性的问卷调查结果表明:高中生英语学习适应性在具体维度上有显著的性别效应;人格特征中的外向性、宜人性、开放性与英语学习适应性呈显著正相关,学业自我效能中的语言学业自我效能与学习适应性呈显著正相关,数学学业自我效能与英语学习适应性的相关性极低且不显著;人格特征、学业自我效能感对英语学习适应性有显著的预测作用;高中生的学业成绩和学业自我效能感在人格特征与英语学习适应性之间起着中介作用。     

应用现代教育技术培养学生元认知能力

弗莱维尔在《认知发展》一书中指出：“元认知就是主体对自身认知活动的认识,其中包括对当前正在发生的认知过程（动态）和自我的认知能力（静态）以及两者相互作用的认知。”元认知的实质就是对认知活动的自我意识和自我调节。元认知包括元认知知识、元认知体验、元认知监控。元认知的学习能力可分为三个方面八个维度：（１）学习活动前的自我监控;包括计划性、准备性;（２）学习活动中的自我监控,包括意识性、方法性。执行性;（３）学习活动后的自我监控,包括反馈性、补救性、总结性。一、优化电化教学课堂结构模式,实施阅读理解监…     

中小学学生学习能力研究述评

国家中长期教育改革发展规划纲要指出,要"着力提高学生的学习能力、实践能力、创新能力".对国内外现有研究进行一番梳理,可以帮助我们更好地理解什么是学习能力,学习能力研究的不足及今后努力的方向,从而更好地落实规划纲要. 一、国内外研究现状 国内外关于学习能力的研究颇多.从文献检索情况来看,国内外关于学习能力的研究主要以自主学习能力为主,侧重于以下几个方面: 1.自主学习能力的定义和结构.董奇等认为自我监控学习能力是指学生对其所从事的学习活动进行自我调节与控制的能力.从学习过程的角度可将儿童自我监控学习能力划分为计划性、准备性、意识性、方法性、执行性、反馈性、补救性、总结性等八个方面.     

数学元认知、学业成就与数学问题提出三者关系的研究

应用数学元认知问卷和数学问题提出能力测试卷,以203名高中生为被试对象,测量研究了数学元认知、学业成就与数学问题提出能力之间的关系,结果表明：高中生数学元认知知识水平较高,元认知体验水平略低,元认知监控能力较差,数学问题意识淡薄,提问能力较差;数学元认知、学业成就与数学问题提出三者显著相关,元认知、学业成就与提问水平和总体提问能力呈正相关,学业成就与提问意识呈负相关;高、中、低元认知组之间以及高、中、低学业成就组之间,学生数学问题提出能力都呈显著差异,其中高元认知组与高学业成就组的提问能力最高。     

学业中等生自我监控学习能力的特点及其培养

自我监控学习能力是指学生对其所从事的学习活动进行自我调节与控制的能力。学业中等生的自我监控学习能力与优等生相比明显偏低。培养学业中等生的自我监控学习能力，主要可以通过以下措施来进行：激发学习动机；丰富学习策略：加强思维训练；培养良好的意志品质；运用期望效应；注重主体性教育。     

小学生坚毅性对数学学业成就的影响：一个链式中介模型

为了探究数学学习策略和数学学习拖延在坚毅性和数学学业成就之间的链式中介效应,采用整群随机抽样法,对重庆市564名小学高年级学生集体施测。研究表明,坚毅性、数学学习策略、数学学习拖延和数学学业成就两两之间呈显著相关关系;坚毅性能够正向预测数学学业成就;数学学习策略和数学学习拖延在坚毅性和数学学业成就之间都起部分中介作用;数学学习策略和数学学习拖延在坚毅性和数学学业成就之间存在链式中介作用。可见,坚毅性不仅能够直接影响数学学业成就,还能通过数学学习策略和数学学习拖延间接影响数学学业成就。     

高中物理学生课业负担与学业成就的关系探究

学业成就与课业负担的正相关关系,使得当下的高中教学依然行走在通过增加学生的课业负担来提升学业成就的道路之上。物理学科是重要的基础性学科,同时也是提升学生科学素养的重要学科。因此,研究物理教学中的学生课业负担与学业成就之间的关系,对于提升学生的物理学科核心素养,乃至于全民族的科学素养而言,都有着极为重要的现实意义与历史意义。对于当下的高中学生而言,课业负担与学业成就之间的关系更多体现为学习策略、自我监控与对自己学习结果的评价。物理学科毫无疑问依赖于良好的学习策略,但同时也需要学生强大的自我监控意识与能力。如果在这两个方面都能够做到恰到好处,那么学生就有极大的可能提升其学业成就。     

The effect of peer assessment on project performance of students at different learning levels

Peer assessment has been increasingly integrated in educational settings as a strategy to foster student learning. Yet little has been studied about how students at different learning levels may benefit from peer assessment. This study examined how peer-assessment and students’ learning levels influenced students’ project performance using a two-way factorial design. One hundred and thirty teacher education students participated in this quasi-experimental study. When working on a technology-integrated lesson plan project, the experimental group completed an online peer assessment process while the control group followed the discussion method. Students’ learning levels were measured and divided into low, average and high achieving according to the quality of their draft lesson plans. Data analysis suggested that the impact of peer assessment on students’ lesson plan project seemed to vary according to students’ learning levels. While low- and average-achieving students showed significantly improved performance right after the integration of a peer assessment model, the model seemed to have had less impact on the performance of high-achieving students. Significance, implications and limitations of findings are discussed.     

Measuring students' metacognition in real-life situations

Metacognitive performance of four groups of students (hearing high-achieving, hearing average-achieving, hearing under achieving, and deaf and hard of hearing) in first through third grade in the United Arab Emirates was examined and compared. Metacognition was measured using analyses of pictures depicting real-life problematic events, situations, and behaviors. Participants drew on their ability to apply problem solving and logical reasoning through visual analysis and discrimination of test materials rather than through verbal analysis. Results revealed that metacognition is influenced by students' age. Older students scored significantly higher on the metacognitive measure than younger students. Further analysis indicated that hearing high-achieving students scored significantly higher on the test than the other three groups when the age variable was controlled for. Deaf and hard of hearing students performed similarly to age-matched hearing students in applying reasoning skills to real-life situations.     

教师的表扬或批评如何影响学生成绩——基于CEPS数据的中介效应分析

本文基于“中国教育追踪调查数据”(CEPS)所收集的青少年样本,综合运用倾向得分匹配—双重差分法、广义分位数回归法和中介效应检验法,分析了教师关注、学生自我期望和自律努力在“教师反馈与学生成绩”这一关系中的中介作用。研究发现:教师的表扬通过加强教师对学生的关注、提高学生自我期望和自律努力程度,最终提高了学生的各科成绩;教师的批评一方面增强了教师对学生的关注,另一方面降低了学生自身的自律努力程度,最终降低了学生的语文成绩,数学和英语成绩则不受显著影响。相比于其他科目,语文成绩显著下降的原因在于语文考试的主观性强,语文成绩更加依赖日常积累,学生取得高分的难度也较大。     

Self-concept a game changer for academic success for high-achieving Australian Indigenous and non-Indigenous students: Reciprocal effects between self-concept and achievement

Indigenous Australians are highly disadvantaged educationally and on all socioeconomic indicators, but graduating from university largely closes this gap. However, despite clear examples of Indigenous success, little research has focused on the drivers of success of high-achieving Indigenous students to emulate their success. Thus, the explicit purpose of our study is to identify psychological drivers of Indigenous academic success for high-achieving students and compare these to those of high-achieving nonIndigenous students. To accomplish this purpose, we test the reciprocal effects model (REM) of self-concept and achievement for high-achieving Indigenous students (N = 493) and matched nonIndigenous students (N = 586) in primary and secondary schools. Academic achievement and self-concept were reciprocally related over three annual time waves, supporting the REM for high-achieving Indigenous and nonIndigenous students. Furthermore, results were invariant over two within-person facets (time and content-domain—math vs. English) and two between-person facets (Indigenous vs. nonIndigenous, and primary vs. secondary students). The results have important policy/practice implications for the drivers of success for high-achieving Indigenous students, education of high-achieving students more generally, and self-concept theory and research.     

高师大学生自我调节学习能力培养刍议

自我调节学习是当前教育心理学研究的重要课题之一,探讨高等师范院校大学生自我调节学习能力具有重要的理论意义与实践价值.高等师范院校大学生自我调节学习能力的培养关系到个体的终身教育,需要从自我意识、内部动机、学习策略、意志品质等内部条件着手,也需要从影响自我调节学习的外部条件着手.     

Instructional practices and self-regulated learning in Chinese language classes

This study investigated the relation between teachers’ instructional practices and students’ self-regulated learning (SRL) in Hong Kong Chinese language classes using quantitative and qualitative methods. Participants were 1121 Grade 10 students from six secondary schools in Hong Kong. A Chinese reading comprehension (RC) test was used to assess the students’ reading performance and a self-reported questionnaire measured their perception of reading instruction, strategy use and reading motivation. Classroom observations and in-depth interviews were conducted in one class at each school to explore what and how instructional practices supported or impeded SRL in real contexts. The findings of this study generally support the positive relation between SRL-based instruction and Chinese students’ SRL. Among the four instructional variables, instrumental support from teachers showed the strongest relation with students’ strategy use, motivation and RC. The degree of autonomy was low in Chinese language classes and was associated with students’ negative reading behaviours.     

QuickSmart: a basic academic skills intervention for middle school students with learning difficulties

QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacher- or teacher aide-directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gathered using the Cognitive Aptitude Assessment System (CAAS), QuickSmart students were able to narrow the gap between their performance and that of their high- and average-achieving peers. Implications are drawn regarding the importance of interventions that emphasize the automaticity of basic academic skills for students with learning difficulties.     

Cognitive Strategy Instruction for Mathematical Word Problem-solving of Students with Mathematics Disabilities in China

This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with mathematics disabilities only, students with both mathematics and reading disabilities, as well as average- and high-achieving students. Results showed that students at all ability levels (except high-achieving students) in the treatment group outperformed significantly their counterparts in the comparison group; the intervention effect was stronger for students with mathematics disabilities only than for those with both mathematics and reading disabilities. The present study indicates that CSI is a contextually and pedagogically appropriate model that has a strong potential to improve mathematical word problem solving.     

英语课堂焦虑感与口语交际策略、口语水平之间的相关性研究

采用调查问卷,调研天津中德职业技术学院314名高职学生英语课堂焦虑感与口语交际策略、口语水平之间的关系。结果发现,高职学生英语课堂焦虑呈中度焦虑程度;在英语课堂焦虑的四个因子中,均值从高到低依次为考试焦虑,交际畏惧,负评价恐惧及对英语课的焦虑。因此,在日常高职英语口语教学中,英语教师应该采取有效对策,降低高职学生口语课堂焦虑心理,提高英语口语水平,增强教学效果。