metacognitive strategy 中文意思是什麼
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Rebecca oxford ' s strategy inventory for language learning was employed to study six types of learning strategies : memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy and social strategy and their effects on the reading, listening, writing, cloze, grammar and oral test performance of nmet
研究結果表明，在各項策略中，補救策略、元認知策略、認知策略使用頻率相對較高，而記憶策略、情感策略和社會策略使用頻率較低。學習策略與高考成績有顯著的正相關。 -
The classification of reading strategies is based on o ' malley & chamot ' s ( 2001 ) strategy framework, with reference to other related researches and consideration of the reading practice of senior students. the thesis mentions 8 metacognitive strategies : arranging and planning, advance organization, directed attention, selective attention, self - management, self - monitoring, self - evaluation, and self - reinforcement ; 10 cognitive strategies : contextualization, resourcing, deduction, inferencing, elaboration, transfer, translating, note - taking, applying images and sound, summarizing
對閱讀策略的分類，作者參照《英語課程標準》的要求，考慮了中學生閱讀的實際情況，也參考了其他學者的研究，並對o 』 malley chamoto ）的分類作了調整，提出8種元認知策略：計劃安排、預先組織、集中注意、選擇注意、自我管理、自我監控、自我評價、自我鼓勵； 10種認知策略：利用上下文情境、利用目標語資源、演繹、推測、拓展、遷移、翻譯、記筆記、利用圖象聲音、總結。 -
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。 -
With its major functions of regulating and monitoring, metacognitive strategy is the highest level of the strategic system
超認知語言理解策略是理解策略中的最高體系，對整個語言理解策略系統有著調節和監控的作用。 -
Results showed that the memory category was the most frequently employed language learning strategy in this study, followed by affective strategies, metacognitive strategies and cognitive strategies, with compensation and social strategies the least used. the relationship between language learning strategies and gender was investigated using anova. results showed no significant differences by gender in the overall strategy use, but more metacognitive and social strategies by girl students at the level of specific strategies
多重比較（ posthocmultiplecomparisons ）的結果顯示，我國中學生的總體策略使用情況是：最常用的學習策略是記憶策略，其次是情感策略、元認知策略和認知策略，最不常用的是補償策略和社交策略；對性別和學生運用英語學習策略的關系採用方差分析（ anova ）進行了探討，結果表明，我國中學生在整體學習策略運用上沒有顯著的性別差異，但在個別學習策略的選擇上，女生比男生更經常運用元認知策略和社交策略。 -
Third, brain preference was closely correlated to strategy usage. the more left brain was preferred, the more metacognitive, cognitive and memory sttategies were used
越傾向于用左腦思維，選擇元認知策略，認知策略及記憶策略的可能性越高。 -
Second, left - brained students used significantly more strategies than the right - brained. in terms of category, the left - brained preferred to use significantly more memory sttategies and metacognitive strategy
左腦風格學生使用策略的頻率明顯高於右腦風格學生，尤其是記憶策略及元認知策略。 -
The general statistical results of the study indicated that chinese high school students in general employed a variety of learning strategies to study english at a medium frequency level. compensation strategy, metacognitive strategy and cognitive strategy received relatively higher level of usage, while memory, affective and social strategy were reported to be used less frequently. to find out whether there is any difference in strategy use among high, middle and low proficiency students, anova was employed to analyze the variance of learning strategies among groups of different proficiency
在比較高中低分組策略運用和高考成績之間的關系時，我們發現高考成績高分、中分和低分組的學生在使用認知、補救、元認知、社會策略時有顯著差異，英語成績高的學生在使用這些策略的頻率上顯著高於低成績組的學生，而在記憶策略和情感策略的運用頻率雖無顯著差異，但也是高分組高於低分組。 -
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。 -
Metacognitive strategy plays a dominant role in the system of learning strategies and is the key to cultivating students ' ability of autonomous learning
摘要元認知策略在學習策略體系中占據主導地位，因此是培養學生自主學習能力的關鍵。 -
This paper is on the basis of a training of metacognitive strategy in task - based writing for the 38 sophomores in the english department, acheng school of harbin normal university
摘要本研究對哈爾濱師范大學阿城學院英語專業二年級38名學生進行了為期一年的以元認知策略訓練為基礎的任務寫作教學。 -
Strengthen the guidance of metacognitive strategy and improve the english majors ' ability of autonomous learning
加強元認知學習策略的指導提高英語專業學生自主學習能力 -
A comparative study of the development of metacognitive strategy and its national difference in english reading between university and middle - school students
大中學生英語閱讀的元認知策略發展及其民族差異比較
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