元认知知识,metacognitive knowledge
1)metacognitive knowledge元认知知识
1.The psychology researchers try to discuss the process how the second language learners use theirmetacognitive knowledge under the metacognitive monitoring.该文以元认知结构的二分法为框架,说明了心理学研究者致力于探讨第二语言学习者通过元认知监控来使用元认知知识的内部加工过程的特点,并从影响第二语言阅读的自我观念、文本内容和策略使用意识等方面系统介绍了元认知知识、监控与第二语言阅读的关系,最后对元认知的研究方法进行了归纳和展望。
2.Metacognition is the cognition of cognition,includingmetacognitive knowledge,experience and supervision.元认知是认知的认知,包括元认知知识、元认知体验和元认知监控。
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.A Study of English Listening Metacognitive Knowledge of Chinese Vocational College Students;高职学生英语听力元认知知识的研究
4.Cultivating Metacogniti Ve Knowledge and Strategies in English Language Teaching;英语教学中元认知知识与策略的培养
5.The Application of Meta-cognitive Knowledge and Strategies in Japanese Listening Teaching;元认知知识与元认知策略在日语听力教学中的运用
6.A Research on the Metacognitive Knowledge and Regulation Training Mode of College English Listening;大学英语听力元认知知识与监控培训模式初探
7.A Study of English Reading Metacognitive Knowledge of Chinese College Students;中国大学生英语阅读元认知知识的研究
8.A Study of Metacognitive Knowledge about English Reading and Reading Strategy Use Among Chinese English Majors;英语专业学生阅读元认知知识和阅读策略研究
9.An Analysis of Listening Metacognitive Knowledge of a Group of First-term English Majors;英语专业新生听力元认知知识调查分析
10.Meta Cognition is about the self-consciousness and self-controlling for cognitive activity.元认知是对认知活动的自我意识和自我调节。
11.Understanding the Education about the Mathematical Quality in Junior Middle School Judged by the Fundamental Cognition;从元认知角度认识中学数学素质教育
12.On "Cognition-Knowledge Bilingual Structure" in English Language Acquisition;论英语语言习得中的“认知-知识语言双元结构”
13.Cognitive Research on Learning the Knowledge of Chemical Elements about Senior High School Students高中生元素化合物知识学习的认知研究
14.A Survey on Metacognitive Knowledgeabout Listening Comprehension of English Major Students;英语专业学生听力理解的元认知认识调查
15.Metacognition and Metacognitive Activities in English Reading;元认知的内涵与阅读中的元认知活动
16.Self-awareness corresponds with the ultimate goal of metacognition.元认知在终极目标上与自我意识是一致的。
17.A Study on English Reading Strategy Metacognitive Awareness of Non-English Majors;非英语专业学生英语阅读策略元认知意识研究
18.A Study of Metacognitive Awareness of English Reading Strategies Used by Senior Middle School Students;中学生英语阅读策略的元认知意识研究
相关短句/例句
meta-cognitive knowledge元认知知识
1.Based on the expert s researches on the relationship betweenmeta-cognitive knowledge and English listening,the article explores how to reflect on improving English listening from the perspective ofmeta-cognitive knowledge through analyzing three aspects:enriching individualmeta-cognitive knowledge,ensuring taskmeta-cognitive knowledge and mastering strategymeta-cognitive knowledge.本文基于学者们对元认知和英语听力学习的研究,从丰富个体元认知知识、明确任务元认知知识和掌握策略元认知知识三个方面论述如何从元认知知识角度反思英语听力学习。
2.The writer explores the functions ofmeta-cognitive knowledge and strategies in Japanese listening teaching,attempting to apply them to guide teaching practice,hence to improve Japanese majors’ listening ability.文章探讨了元认知知识与元认知策略在听力教学中的有效运用,试图用元认知知识和元认知策略来指导日语听力教学,以提高日语专业学生的听力理解能力。
3.The survey concerning the acquisition of themeta-cognitive knowledge of the students in local colleges or universities shows that the students are weak in the three components of themeta-cognitive knowledge.项目组对地方高校学生元认知知识状况进行调查,结果表明地方高校学生在元认知知识构成的三个方面掌握不足,特别是学生监管自己、策略选用等方面不够理想。
3)metacognition knowledge元认知的知识
4)knowledge of mathematics meta-cognitive数学元认知知识
5)metacognitive knowledge in listening听力元认知知识
1.The results show that students have richmetacognitive knowledge in listening and they use listening strategies at a high level.本研究通过定性和定量相结合的方法对100名英语专业学生的听力元认知知识和学习策略运用进行了调查。
6)metacognitive awareness元认知意识
1.This paper aims to reveal the effect ofmetacognitive awareness on promoting English reading ability for college students based on a one-term training,which consisted of in-class instruction(classroom discussion) and after-class instruction(keeping reading diaries).通过对课内(课堂讨论)和课后(阅读周记)两方面为期一学期培训过程的分析,揭示元认知意识在促进学生英语阅读中的作用。
2.This paper proposes that it is essential that non-English majors should improve theirmetacognitive awareness in listening process by way of SEM by Gregory Schraw and A Regulatory Checklist so as to employ appropriate cognitive strategies and thus better their listening proficiency.本文提出以Gregory Shraw设计的Strategy Evaluation Matrix和King设计的ARegulatory Checklist加强非英语专业学生在听力过程中元认知意识,帮助他们在学习中运用正确的认知策略,从而提高他们的听力水平。
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。
