metacognition 中文意思是什麼

metacognition 解釋
后設認知
  1. Besides, metacognition training has brought the effete of transfer to the academic results

    另外，元認知訓練對學習成績有遷移作用。
  2. A review of researches on metacognition in esl students ' english writing

    學生英文寫作元認知研究綜述
  3. Development and revision of metacognition questionnaire for children

    的編制與修訂
  4. Summary evaluation on training chemiatry metacognition and forecast of research andapplying of metacognition

    對培養化學元認知的評價總結，對元認知研究和應用的展望。
  5. Based on the theory of metacognition, this paper is an attempt to explore the problem of how to develop students metacognition lever. the writer applies the theory to practice, focuses mainly on the construction of students " congnition of mathematics and the teaching of solving maths problems, and puts forward the practical approaches to develop students " metacognition.

    筆者運用元認知理論，對在高中數學教學中如何發展學生元認知水平作了較為深入的研究，並結合教學實際，著重從學生數學認知建構和數學解題教學兩個方面提出了發展學生元認知水平的具體措施。
  6. 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。
  7. Since the early of 1950s, when some scientists like jerome seymour bruner and simon brought about the theory of learning strategies, the research about learning strategies has been developing rapidly, especially after j. h. flavell ' s metacognition appeared

    自上世紀50年代初，由布魯納、西蒙等人提出學習策略理論以後，為如何提高學生的學習效率指引了方向，尤其是弗拉維爾提出的元認知理論的介入，使學習策略的研究得到迅速發展。
  8. Using information process psychological theory to elaborate mathematics problems ; the significant of the settlement of mathematics problems ; expounding the process of resolving mathematics problems consists of psychological activities problems representation selecting algorithm using algorithm and metacognition ; elaborating various psychological activities operation mechanism and function ; then expounding the phenomenon of " applying mechanically examination questions " during the mathematics problems teaching process ; the reason of doing questions wrong, improve the student ' s thinking ability of answering the questions

    摘要用信息加工心理學理論闡釋數學問題、數學問題解決的意義；分析數學問題解決過程由心理活動問題表徵、選擇運算元、應用運算元和元認知組成，闡述各心理活動的運行機制與功能；由此提出了對數學問題教學中的「套題型」現象、學生解題錯誤原因、提高學生的解題能力的思考。
  9. Based on the existed theories about metacognition and researches abroad the country. this thesis discusses the metacognition combined with mathematics subject. from cross - culture, the reasons for different metacognition in comparative different the perspectives of nationality are presented

    本文對已有元認知的理論研究及國內外研究的基礎之上，主要論述了元認知與數學學科的具體結合；從跨文化的角度，研究不同民族之間的數學元認知水平的差異的根源所在。
  10. The thesis constructs the theory about the development of mathematical communication in the following six theoretical bases : information processing, social constructionalism, teaching and students, learning transference, meaningful study and the metacognition

    從信息加工、社會建構主義、師生互動。學習遷移、有意義學習及元認知六個理論基礎對數學交流活動的開展進行了理論上的構建。
  11. The research on the relationship berween metacognition and the temparament characteristic of underduates

    大學生氣質特徵與元認知關系研究
  12. Metacognition and fl reading comprehension

    國外閱讀理解監控策略研究綜述
  13. By combining my teaching experience with the method of literature survey and the method of theory - practice - theory cyclic, the paper analyses the existing problems of physics concept teaching. it thinks that the main factors affecting the physics conception ' s forming are the scarcity of sensibility, the effect of preconception, the cognizance obstacle of abstract and epitome thinking, the thinking bug of middle school students, the effect of passive mentality of middle school students study and the complications of main body of study ' s control oneself - the level of metacognition

    本文綜合運用了文獻調研法、理論?實踐?理論循環法、並結合自已的教學實踐經驗對中學物理概念教學中存在的問題進行了較全面的分析研究，認為影響物理概念形成的因素主要有： 1 、感性認識不足； 2 、前概念的影響； 3 、抽象概括思維中認知障礙； 4 、中學生思維階段性的缺陷； 5 、中學生學習過程中消極心理的影響； 6 、學習主體自我調控學習過程的因素? ?元認知水平。
  14. The major findings were : ( 1 ) except the chi square test that was easily influenced by the sample size, the results indicated that the english learning process model fitted the observed data well in preliminary, overall, and internal structure model fit criteria. ( 2 ) the direct effects in the english learning process model were significant regarding their affective reaction with action control, affective reaction with metacognition, action control with metacognition, and metacognition with learning performance ; the indirect effects were also significant regarding their affective reaction with metacognition, affective reaction with learning performance, and action control with learning performance

    二、國中生英語學習歷程模式中，情意反應對行動控制具直接效果；情意反應對后設認知具直接效果；行動控制對后設認知具直接效果；后設認知對學習表現具直接效果；此外，情意反應對后設認知與學習表現具間接效果；而行動控制對學習表現亦具間接效果。
  15. Marketplace metacognition and marketplace social intelligence

    市場元認知和市場社會智力
  16. Two questionnaires are designed to investigate the subjects " improvement on metacognition. a city general examination is used to examine the effect of training on language proficiency

    本文通過對以往研究的回顧與綜述，取益於陳述性知識與程序性知識，提出了「三步驟三階段元認知」訓練法。
  17. In fact, there were some factors such as mathematical knowledge, mathematical tactics, schema, metacognition, attitude and so on, which jointly influenced the system of internal psychological mechanism in mathematical problem solving

    通過比較分析，筆者認為陳述性知識、程序性知識、圖式知識、元認知及態度、興趣等因素影響數學問題解決的內在心理機制，而且各影響因素之間相互作用、相互制約共同影響數學問題解決內在心理機制系統。
  18. Onto the 21st century, inquiring learning has been given prominence in the new standard of curriculum for its novel methods and characteristics and how to improve its quality and effect is a question waiting for study. with the educational biology as a start and the developmental characteristics of metacognition of students as a breakthrough the essay has investigated the effect of inquiring learning in the metacognition

    步入二十一世紀，探究性學習以其新穎的方式和特點在新的課程標準中，被擺在了突出的位置，如何提高探究學習的質量和效果是尚待研究的課題，本文從教育心理學角度出發，以學生的元認知發展特點為突破口，從上饒市二中隨機抽取初一兩班學生分別作為實驗班和對照班，研究了元認知訓練對探究學習效果的影響。
  19. A research on the metacognition of college students

    大學生元認知特點與非智力因素關系的研究
  20. Some methods and suggestion are made from students " main status in teaching and learning, the aims and demands of the training of metacognition, the attainment of metacognition knowledge and the training of metacognition management according to the results with the theory of metacognition and the measurements of students " level of metacognition

    依據元認知理論和對學生元認知水平測量的結果，從學生在教學中的主體地位、元認知培養的目的和目標、元認知知識的獲得、元認知監控的培養等幾個方面提出了元認知培養的作法和建議。
分享友人
分享到 Line

分享到臉書