metacognitive knowledge 中文意思是什麼
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Under the framework of metacognitive knowledge ( person, task, and strategy ) by wenden, this thesis reports an analysis of listening metacognitive knowledge of a group of first - term english majors, attempting to provide guidance in the development of effective listening
筆者以元認知知識的三個組成部分（本體、任務、策略知識）為理論框架，調查分析了英語專業新生的聽力元認知知識，以期為提高聽力學習效率提供參考依據。 -
Many teachers still concentrate their attentions and excitements on improving teaching links. they stress imparting knowledge to students too much at the training of learning methodology and metacognition. i want to approach improving students " learning ability from metacognitive angle
很多關于生物教學的研究，研究者的注意力和興奮點仍集中在教的環節的改進上，過于偏重於教學內容的傳授，而對學生的學習方法和元認知訓練、培養，往往很少問津。 -
If the students have the metacognitive ability, they will change the declarative knowledge into the procedural knowledge, form the right cognitive guidance, and arouse the innovative consciousness and innovative ability. the metacognitive ability also can bring every positive factor of the students and improve the quality of the students
培養學生的元認知能力，不僅有利於學生將陳述性知識轉化為程序性知識，有利於學生形成正確的認知導向，有利於學生學習的遷移，有利於啟發學生的創新意識、培養創新能力，而且可以調動學生學習的主動性、充分發揮學生的主體作用，促進學生素質的全面提高。 -
Metacognitive knowledge has been neglected in the teaching and learning of listening
摘要元認知知識在外語聽力教學和學習中的作用常常受到忽視。 -
The teachers and students are facing a huge information world as computers and multimedia net are implied in daily teaching. the teaching emphasis now is to let the students know the character of various knowledge, find their defect and develop the metacognitive ability of self - adjustment, self - supervision and self - guidance
隨著計算機和多媒體網路應用於教學的日益深入，教師和學生同樣面對著浩瀚紛繁的信息世界，當今教學的重點應該是讓學生認知各種知識的特點，發現自己知識的缺陷，培養自我調節、自我控制及自我指導的元認知能力，從而實現更有效的學習。 -
However, a medium is needed in order to turn students " knowledge into listening ability. listening strategies, i. e. metacognitive strategies, cognitive strategies and social / affective strategies, can help them to achieve the purpose
元認知策略、認知策略和社會情感策略等聽力策略卻是將這些知識轉化為能力的中介，他們對中學生英語聽力能力起著決定性的作用。 -
Among cognitive strategies, hps used more contextualization, reading, resourcing, inferring and grouping strategies while lps used rehearsal strategy more widely ; 3 ) many vocabulary learning strategies correlated with learning outcomes. all the metacognitive strategies were positively correlated with vocabulary knowledge tests
所有的元認知策略都和測試成績里正相關，認知策略中的上下文，猜測策略與測試成績里正相關，說明學習者使用元認知策略及上下文、猜測策略越頻繁，則詞匯測試成績越高。 -
At the cognitive level, contextualization and inferring were positively correlated with vocabulary knowledge tests. this indicate that the more often learners use metacognitive strategies, contextualiation and inferencing strategies, the higher scores on vocabulary
而重復、翻譯及關鍵詞策略則與測試成績呈負相關，表明學習者使用這幾種策略的次數越多，詞匯測試成績越低。 -
Metacognition was defined as " the cognition of ongoing cognitive activities ", which included three components : metacognitive knowledge, metacognitive experience, and metacognitive regulation
元認知就是對認知的認知，它包括三方面的內容：元認知知識、元認知體驗、元認知監控。 -
Students ' metacognitive knowledge of reading material and the allotment of reading time
學困生關于材料特徵的元認知知識與應用的實驗研究 -
Based on the investigation on students current metacongruitive abilities, the following problems have been found : ( 1 ) the students lack metacognitive knowledge and are indifferent to it ; ( 2 ) students lack the abilities of self - controlling and self - evaluation on learning
摘要通過對學生元認知能力現狀的調查發現： （ 1 ）學生元認知知識欠缺，元認知意識淡薄； （ 2 ）學生對學習過程的自我監控和評價能力欠缺。 -
Aiming for the phenomenon that our traditional teaching takes the ability of an entrance examination for the destination and students are not able to learn. under guide of metacognitive theory, and consulting experiences acquired in the other subjects, which is about the application and practice of metacognition. i carry out my research on aspects below : teachers " metacognitive level, students " learning interests, learning aim, metacognitive knowledge, metacognitive monitor, problem - solution, ability of learning migration and so on, so as to probe how to develop students " metacognitive skill in everyday teaching in class
針對我國的傳統教學以培養學生應試能力為目標，學生學習能力低下的現象，應用元認知理論做指導，並參考其他學科有關元認知應用及實踐的經驗，對學生的學習興趣、學習目標、元認知知識、元認知監控、問題解決、學習遷移能力等方面進行研究，探討在以課堂為中心的日常教學中，培養和開發學生的元認知知識和運用元認知知識提高學習技能的作用及方法。 -
Metacognition is playing an important role on all respects that students learning, this paper explain the close relation among the metacognitive knowledge, e xperience, control and mtm separately, thinking that there are benign and interdynamic relations between the metacognitive and mtm learning
元認知在學生學習的各個方面發揮著重要作用，本文分別闡述了元認知知識、元認知體驗及元認知監控與數學思想方法之間的密切聯系，認為元認知與數學思想方法學習之間存在著良性互動的關系。
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