Writing to learn: can reflection journals be used to promote self-reflection and learning?

The purpose of the present study was to evaluate whether there is evidence of reflection in student-written journals and to investigate whether students show improvements in their reflective skills through journal keeping. To that end, the reflection journals of 3460 first-year students enrolled in a polytechnic were studied by means of an automated coding procedure. Data used in the analyses were students' journals for an entire week, collected once at the beginning and again at the end of an academic year. Outcomes of the content analyses suggest that there is evidence of reflection in students' journals and that students reflected on three general categories related to their learning: critical review of past learning experiences, cognitive learning strategies and summaries of what was learnt. Furthermore, the findings also indicate that students show improvements in their reflective skills as they progressed through the academic year. The findings when taken together suggest that reflection journals can be used to promote self-reflection and learning amongst students.     

Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes

This study investigated how metacognition appears as a socially shared phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of verbal and nonverbal behaviours as well as of turns taken in communication (N = 14 675). Episodes of socially shared metacognition were identified and their function and focus analysed. There were significantly more and longer episodes of socially shared metacognition in difficult as compared to moderately difficult and easy problems. Their function was to facilitate or inhibit activities and their focus was on the situation model of the problem or on mathematical operations. Metacognitive experiences were found to trigger socially shared metacognition.     

谈ESP课堂中的自主学习和元认知策略

教学和课程改革不仅包括教学内容,还包括教师的方法论、学生的学习策略还有学习时师生的变换关系方面。研究的问题：旨在说明专途英语（ESP）所需是英语研究的一个新方向。过程与方法：概述了与普遍使用的方法背道而驰的英语学习方法,详述语言需要对于特效英语课程是不可或缺的,且其对于资料的筛选和划分也是功不可没,同时教授ESP学习策略也是必不可少的。结果：自主学习和元认知策略对于教授和学习ESP至关重要。     

Discussions about Students’ Writing Ability Development in Senior High School

With the growing communication with western countries,English especially English writing is becoming more and more important while in China,some English teachers still haven’t given enough emphasis on fostering students’writing ability.Here the author will discuss it and give some suggestions.     

论数学元认知的哲学内涵

数学哲学与数学教育哲学是数学元认知的两个基本哲学内涵。     

基于元认知策略的非英语专业大学生网络英语自主学习探析

文章采用文献资料、专家访谈、归纳演绎等方法,阐述了元认知理论与元认知策略的发展;对网络英语学习平台的优劣势进行了分析,探究了网络英语自主学习的要求以及元认知策略在网络英语自主学习中的启示.     

培养自我监控能力对体育专业学生运动技能形成影响的实验研究

根据元认知和自我监控理论,研究在技术学习中培养学生的自我监控能力,同时通过自我监控能力的提高促进技术技能的掌握。并利用董奇的《学习自我监控量表》进行实验前后学生自我监控能力的差异比较。结果表明,在技术学习中培养学生的自我监控能力可促进技术技能的形成,提高了学生的能力和运动技术学习的效果。     

对体育教育专业学生"元认知"培养的研究

元认知是学习活动中最重要的认知因素,对学生学习策略和自主学习能力的培养具有重要作用,但目前有关元认知在体育学习领域的研究还不多。从体育教育专业学生元认知的培养谈起,为改变体育教育专业学生学习方式、培养新时期复合型体育人才提供参考。     

中学数学元认知技术的训练研究

本文通过认识中学数学元认知训练的功能，介绍元认知技术在中学数学中的列方程解应用题、几何证明题中的应用，进而阐明在教学中如何培养中学数学元认知技术的能力。     

元认知理论在初中体育课堂教学中的体现

"教是为了不教"与"学会学习方法"的理念是新课程改革的重要内容之一。通过元认知理论在初中体育课堂教学中的体现,以及结合技术动作形成的规律,构建了元认知理论在技术动作学习过程中体现的示意图,在技术动作学习过程中学生能了解元认知理论,学会进行自主学习和探究运动技能学习过程,根据自身实际情况进行体育运动的选择性活动以及能形成运动迁移,为终身体育打下良好的基础。