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1.
Metacognitive Development: A View beyond Cognition 总被引:1,自引:0,他引:1
A series of studies were conducted to investigate students' metacognitive development in a second year chemical engineering
course. The first of these was an exploratory study involving observation together with some limited interviewing. This was
followed by a major study with two phases, the first of which involved a series of individual interviews with eleven students
over the duration of the course, and the second of which involved a follow-up interview with each student two years later.
In the first phase of the major study a theoretical framework characterising metacognitive development as a shift in approach
to learning was utilised. The present paper draws on the findings of the second phase of the major study to both confirm the
validity of this framework and also point to some of its shortcomings, specifically regarding the necessity of a certain emotional
state in order for metacognitive development to take place, and the importance of the formation of a professional identity.
It is suggested that metacognitive development needs to be characterised in broader terms than the usual cognitive focus in
order to more fully account for students' experiences of learning. 相似文献
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吕宁 《黑龙江教育学院学报》2010,29(9):176-178
高职高专院校的许多学生在英语学习的主动性方面存在一定的不足,影响了学生英语水平的提高。在教学实践中将元认知理论引入到英语教学中,使学生对英语学习进行计划、监控、评价和调节,从而提高学生的自主学习能力。 相似文献
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王鹃 《齐齐哈尔师范高等专科学校学报》2011,(2):135-138
根据O'Malley和Chamot的元认知策略理论,通过元认知阅读策略问卷,本研究探讨了高职高专学生英语阅读元认知策略的使用情况及元认知策略与英语阅读理解水平的关系。结果显示高职高专学生英语阅读元认知策略水平总体较低,而元认知策略的运用与英语阅读水平呈显著正相关,并指明元认知策略对高职高专英语阅读教学的指导意义。 相似文献
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对高一学生的元认知水平和化学键概念形成情况进行调查,通过数据分析得出以下结论:元认知水平与化学键概念形成之间存在显著性相关;两者的相关程度离子键概念较为显著;元认知监测性水平对化学键概念影响最大,元认知总结性水平影响最小.基于此,提出增加化学键可视化途径,提高学生元可视化水平;在化学键教学中使用自我提问单;设置阶梯型问题,利用前概念对化学键进行教学;调整化学键教学顺序等教学建议. 相似文献
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以太原理工大学二年级本科生为样本,分析了元认知监控自我评估与实际测试的相关性。研究结果表明,理工科学生自我评估与实际测试有显著差异,其在自我成绩的判断中有明显低估自己的倾向,虽能较准确地评估自己的翻译能力,但对阅读能力的评估不够准确。 相似文献
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喻晖 《湖北广播电视大学学报》2012,32(8):156-157
近年来对词汇习得策略的研究在我国逐渐展开。本文在简要介绍元认知策略和元认知词汇学习策略的基础上,阐述了这种学习策略在大学英语词汇学习中的具体应用,并对当前的词汇教学提出了一些建议。 相似文献
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元认知策略是学习在学习过程中采取的管理步骤,以对学习目标的特点和规律深刻理解为基础。错误的英语学习观念构成元认知策略的严重障碍。本介绍如何通过阅读,使学生成为积极的语言实践和使用,养成元认知策略的方法,摆脱英语学习的困境。 相似文献
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融入元认知策略 促进学生自主学习 总被引:2,自引:0,他引:2
杜丽娉 《涪陵师范学院学报》2005,21(5):36-37
元认知就是对认知的认知,是关于个人自己认知过程的知识和调节这些过程的能力,对思维和学习活动的知识和控制。通过对元认知的相关知识进行论述,进而重点探讨融入元认知策略于外语教学,从而促进学生自主学习。 相似文献
9.
黄思霞 《广东广播电视大学学报》2005,14(4):20-22
课程教学资源建设是现代远程教育实施和发展的关键,课程教学资源是指课程教学所需的印刷媒体教材、音像媒体教材,网络课程等。实践证明,开发和制作内容丰富、适合于学生自主学习的高质量的课程教学资源是一项艰巨的系统工程,必须以科学、求实的态度积极进行教学资源的整合、开发与制作,以推促现代远程教育进一步健康地向前发展。本文运用价值工程理论,对如何科学、合理地建设和配置课程教学资源进行了分析。 相似文献
10.
从教学实践看,英语词汇的学习和记忆是高职学生英语学习的主要障碍。引入自主学习理论中的元认知策略,建议学生通过词汇学习计划和目标的建立、学习过程的监控和学习结果的评价等方面进行词汇的自主学习。 相似文献
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An element of current reform in science education worldwide is the shift from the dominant traditional algorithmic lower-order
cognitive skills (LOCS) teaching, to the higher-order cognitive skills (HOCS)-promoting learning; that is, the development
of students' capabilities including those of question asking (QA), critical/system thinking (CST), decision making (DM), problem
solving (PS), conceptualisation of fundamental concepts (CFC) and the transfer of these within both the science disciplines and real life interdisciplinary situations. Accordingly, an innovative metacognition-promoting
science teacher professional development course, integrating formal and informal science education, was developed and implemented
within a traditional model, focusing on the HOCS skills of QA, PS, and CFC. The HOCS promoting teaching and assessment strategies
of this course not only enabled participants to reflect on their own learning, but also facilitated their self-reflective
assessment, utilising a pre–post designed research-based methodology. The results suggest that such, or similarly appropriate,
metacognition-oriented courses can contribute positively to the development of science teachers' HOCS capability. 相似文献
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人才培养是高校的首要职责,是高等教育质量的核心,是立校之本。工程教育在我国高等教育中占有重要地位,高素质创新应用型的工程技术人才是实施国家发展战略、支撑产业转型升级重要的保障。广东工业大学化工专业严格按照工程教育专业认证建设目标,开展高素质化工创新应用型人才培养新模式研究与实践,建设一流本科专业,培养高素质创新应用型化工人才。 相似文献
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化工原理课程是化工及其他化学加工过程类专业的一门应用基础课,是培养学生工程能力的重要一环。文章分析了化工原理课程教学的现状与弊端,并针对化工原理课程中的萃取单元操作部分提出了调动学生积极性、夯实学生理论基础、加强学生工程能力培养的一系列措施。 相似文献
17.
孙晓婷 《读与写:教育教学刊》2011,(4):5-6
Eastern Liaoning University is a newly built university with dissatisfying English teaching effect.To make a good understanding of what problems exist in the students’ second language acquisition,an empirical study was conducted on the 213 undergraduates in June,2009.Some related factors with second language acquisition are surveyed and analyzed.It suggests that it is crucial to strengthen the guidance and training of metacognitive strategy to improve the students’ autonomous learning ability. 相似文献
18.
Studies suggest that at engineering universities, where the percentage of males and engineering majors is high, pro-environmental attitudes are likely to be weak and may not change. The 15-item New Ecological Paradigm (NEP) scale was used to measure differences in student attitudes before and after an environmental studies course. Results revealed students held more pro-environmental attitudes about the validity of the ecological crisis, the existence of resource constraints, and the delicacy of nature's balance after the course. Students did not shift their views regarding the domination of humans over the environment or their belief in human ingenuity to overcome resource limits. Engineering majors showed weaker endorsement of the NEP compared to non-engineering majors, but the increase in their endorsement after the course was statistically significant. 相似文献
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Ramaswamy Shri Harris Ilene Tschirner Ulrike 《Journal of Science Education and Technology》2001,10(2):165-171
This paper reports the results of a pilot-study in a senior paper science and engineering class, of an innovative instructional method designed to foster student problem-solving and in-depth learning of material, namely, student peer teaching. We review related literature focusing on active learning methods in science and engineering education, describe the method of student peer teaching used in this pilot-study, present the evaluation method and results, and discuss implications for further development of this method of instruction. Results suggest that students were able to effectively teach significant curricular content. In addition, the method of student peer teaching served important purposes in helping students develop in-depth understanding and expertise in the issues related to their teaching session, as well as teaching and presentation skills which will be useful in their professional practice. However, students expressed concern that, while achieving in-depth learning of the content of their teaching session, they tended to focus on the content area of their teaching session at the expense of other content areas and may not have learned as well from other students as from the Professor. We recommend a modified structure for student peer teaching which incorporates cooperative learning methods; increased Professor involvement in class sessions, in the role of the mentor; and modifications in performance evaluation methods to ensure ongoing student monitoring of progress and self-assessment. The method of student peer teaching, in science and engineering education, combined with cooperative learning methods, is viewed as a major extension of cooperative learning methods, used in the service of preparation for professional careers. 相似文献