元认知监控,metacognition monitoring
1)metacognition monitoring元认知监控
1.Matching Puzzle Tasks were used to exam the developmental differences in preschool children′smetacognition monitoring.该研究以北京市某幼儿园5个班98名幼儿为被试,利用拼图任务对其元认知监控能力的发展特点进行了探讨,结果发现:3～5岁幼儿在活动操作过程中,随着年龄的增长,注视目标的次数增多,完成任务的总时间在缩短,正确率在提高,但是悔步次数和停顿次数随着年龄变化的差异不显著;同时,注视目标的次数和停顿次数随着任务难度的变化而变化,表现出了一定的元认知监控能力。
2.In terms of metacognition theory, this paper focuses on the effect ofmetacognition monitoring in the constructing of cognitive context.本文主要应用元认知理论分析元认知监控在话语交际中对交际双方认知语境选定所产生的作用。
3.Based on hypothesis about the activation of key heuristic information,and using the paradigm that first allows the participants time to work on the insight problem(target),followed by encoding problems-with-solutions(source) and then followed by work on the insight problem,the authors investigatd howmetacognition monitoring and inducing consciousness influenced insight problem-solving.在顿悟的关键信息启发理论的基础上,运用"靶问题-源问题-靶问题"的实验范式,探讨了元认知监控和归纳意识对顿悟问题解决的影响。
英文短句/例句
1.Metacognition included metacognitive knowledge and metacognitive monitoring skills.元认知包括元认知知识和元认知监控技能。
2.Mete-cognition in English reading involves in three clements: mete-cognitive knowledge, meta-cognitive experience and mete-cognitive monitoring.英语阅读理解中的元认知包括三个构成要素：元认知知识、元认知体验和元认知监控。
3.Metacognition Monitoring and the Construction of Cognitive Context in Language Communication;话语交际中元认知监控与认知语境选构
4.Studies on the Instructional Design Promoting Students Metacognitive Abilities;促进元认知监控调节能力的教学设计研究
5.An Experimental Research on Metacognition Control in High School Students Studies;元认知监控在高中生学习中的实验研究
6.The Application of Metacognition-Monitoring Strategies in Teaching English Reading;元认知监控策略在英语阅读教学中的运用
7.DEVELOPMENTAL TRENDS OF THE METACOGNITION MONITORING IN 3~5 YEARS OLD;3～5岁幼儿元认知监控发展特点的研究
8.A survey on Metacognition Control of non-English Major Students in English Studying;非英语专业学生英语元认知监控学习策略调查
9.Inter-relations among Collaborative Discussion,Meta-cognitive Control and Successful Solution in Combinatorial Problem;合作讨论和元认知监控与排列组合问题的解决
10.Reflections on Improving the Supervisory Ability of Meta Cognition of Students Poor in Learning;学业不良学生提高元认知监控能力的思考
11.The Research on the Metacognition Monitoring in the Study of Second Language of Doctor candidates;博士研究生第二语言学习中的元认知监控探讨
12.The Effects of Meta-cognition Monitoring and Induction Consciousness on Insight Problem-solving元认知监控和归纳意识对顿悟问题解决的影响
13.The Influence of Meta-cognitive Monitoring Guidance on Cognitive Load and Multimedia Learning;元认知监控活动对认知负荷和多媒体学习的影响
14.Experimental Research on the Pedagogic Effect of Metacognition Monitoring in the Volleyball Curriculum of PE Education Major;元认知监控在体育教育专业排球普修课中教学效果的实验研究
15.A Research on Metacognition Training in Chinese Teaching in Reading;在高中语文阅读教学中实施元认知监控实践活动的研究
16.Research on Opening up High School Student Skill of Monitoring Metacognition in the Instruction of Mathematical Problem Solving;在数学解题教学中开发中学生元认知监控技能的研究
17.An Investigation into the Relation between the Instruction of Metacognitive Regulation and English Reading Ability of Senior High Students in China;元认知监控训练与高中生英语阅读能力关系的研究
18.Study on Cultivating the Primary School Students’ (Grade 4~6) Math Metacognitive Monitoring Study Strategy;小学四~六年级学生数学元认知监控学习策略培养的研究
相关短句/例句
meta-cognitive monitoring元认知监控
1.Themeta-cognitive monitoring skill of biology is the key factor to train the students in their learning ability and improve their grades.生物学元认知监控技能是培养学生学习能力,提高学业成绩的关键因素。
2.The cultivating of themeta-cognitive monitoring competence had been treated as an useful way in teaching students’ how to study and in teachers’ improving the teaching quality.元认知监控能力的培养是教会学生学会学习和提高教学质量的有效途径。
3)Metacognitive regulation元认知监控
4)cognitive monitoring元认知监控
1.From following four inner factors of student which influence strategy use, the paper analyses the reasons of the production of "utilization deficiency" of learning strategy: prior knowledge, attributions, self-efficacy andcognitive monitoring.从影响学习策略掌握和运用的学生内部因素,先前知识、归因方式、自我效能感和元认知监控这四个方面分析儿童产生策略“利用缺陷”的原因,并针对性地提出教授条件化的策略性知识、重视学生积极的情绪体验和教授元认知监控的技能等避免产生策略“利用缺陷”的教学建议。
5)Metacognition-monitoring strategy元认知监控策略
1.Metacognitive strategy andMetacognition-monitoring strategy belong to study strategies.元认知策略与元认知监控策略都属于学习策略的范畴。
6)experience of mathematics meta-cognitive数学元认知监控
延伸阅读
元认知指对个人认知活动的认知。例如在教学心理学中常提到"学习如何学习"，指的就是这种次认知。但作为一个明确的概念,还是近年来才出现在认知心理学中。认知同元认知的区别，正如学习同"学习如何学习"的区别一样。一个人的脑子里装有某些知识是一回事，这些知识在需要的时候是否能得到利用是另一回事；具有某种技能和应用该技能也是两回事；改进作业和对作业改进的了解也是两回事。随着对元认知作用的认识和研究的发展，元认知技能的训练开始被列为教学的明确目标之一。元认知的作用大体包括3方面 ①元认知知识。包括有关人类思维过程的知识,其中有3种相互起作用的因素：人（认知的主体）、任务（特点和难易）和策略（多种认知方法的相对优劣）。②元认知体验。对自己认知作业中某些方的自觉体验，如"知的感觉"和"不知的感觉"等体验。③元认知技能。如核对、计划、提问、自我测试和监控自己的操作；在解决问题前向自己和别人提问以确定是否认识了问题；把答案和现实加以对照，不管是否"答对"，只看是否"合理"；检查解决问题的企图是否有效，是否应继续努力。元认知技能还包括怎样选择一种适宜的策略去解决特定的问题，怎样评定一个人对有关作业的知识水平，怎样检查作业的成绩，获得更多的知识等等。有证据说明，这些技能是可以教给学生的，学生也是可以学会的。元认知作用体现为对认知活动的监控，它是在儿童发展过程中逐步形成的，在心理发展和教育心理方面有重要的意义。
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