元认知意识,metacognitive awareness
1)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。
英文短句/例句
1.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
2.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
3.A Comparative Study of Metacognitive AwarenessIn English Reading of Middle-School Students of Han, Naxi and Yi Nationalities;不同民族中学生英语阅读的元认知意识研究
parative Study on Metacognitive Awareness in English Reading Between the Students in Universities and Middle Schools;大中学生英语阅读的元认知意识的比较研究
5.A Study of College Students" Metacognitive Awareness in English Listening大学生英语听力中元认知意识调查研究
6.On the Training of Metacognitive Awareness in College English Reading Teaching论大学英语阅读教学中元认知意识的培养
7.The Effect of Metacognitive Strategy Training on Reading Comprehension and Metacognitive Awareness for English Majors in Vocational College-An Experimental Study on English Majors of ZJITC;元认知策略培训对高职英语专业学生阅读能力和元认知意识的影响
8.An Empirical Research on Improving College Students English Listening through Heightening Metacognitive Awareness and Utilizing Metacognitive Strategies;关于强化元认知意识、运用元认知策略提高大学生英语听力的实证研究
9.Promoting Learner Autonomy in English Reading Through Enhancing Metacognitive Awareness;元认知意识培训对促进学生英语自主阅读的作用
10.Investigation and Study on Non-English Majors Metacognitive Awareness and Foreign Language Reading;非英语专业学生元认知意识和外语阅读关系的调查和研究
11.On Promotion of Non-English Majors Metacognitive Awareness in Listening Comprehension;论非英语专业学生英语听力学习中元认知意识的渗透
12.A Study of Metacognition Awareness Training for Non-English Majors;非英语专业大学生英语阅读元认知意识培训的研究
13.Discussion on Construction of English Learners Metacognitive Awareness in Distance Education;试论构建英语远程开放教育的学习者元认知意识
14.An Empirical Study on Metacognitive Awareness of Reading Strategies of Non-English Majors对非英语专业学生阅读策略元认知意识的实证分析
15.An Investigation on the Science and Engineering Students" Meta-cognition in English Language Learning理工科学生英语学习元认知意识与策略使用情况调查研究
16.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。
17.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。
18.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。
相关短句/例句
metacognitive awareness training元认知意识培训
1.The result indicates thatmetacognitive awareness training plays a positive role in enhancing students English reading and help to improve students awareness for three aspects of reading: person knowledge,task knowledge and strategic knowledge.研究结果表明,元认知意识培训在促进学生英语阅读方面起着积极的作用,讨论了元认知意识培训对英语教学的启示,认为教师应该帮助学生提高英语阅读方面的元认知意识,从而促进学生的英语阅读。
3)Metacognitive Awareness Guidance (MCAG)元认知意识指导
4)cognitive consciousness认知意识
1.This article tries to explore the application of Schema Theory by enlarging vocabulary,accumulating background knowledge,activating pre-existent schema and encouragingcognitive consciousness to improve the listening teaching and the listening proficiency.传统的英语听力教学忽视学生的认知能力,运用图式理论,通过扩大词汇量、积累背景知识、激活存储图式及认知意识,可以提高听力教学质量和学生的听力水平。
5)L2 metacognitive awareness of writing task二语写作元认知意识
6)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。
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。
