一、学习素质发展与学习策略学习策略作为比较系统的理论,产生于本世纪五十年代,国外自1956年布鲁纳首次提出“认知策略”以来,就开展了对学习策略的研究。在教育教学实践中,我们深切地感受到学生头脑不是一个需被填满的容器,而是一个需点燃的火把,要增强学生的学习效果,只限于方法本身是不够的,还需要有谋略,只要找到正确的按钮,学习就会一点而通。因此,我们所讲的学习策略不是一种被动的、按部就班的学习过程,也不仅仅 First, the development of learning literacy and learning strategies As a comparatively systematic theory, learning strategies emerged in the 1950s. Since Bruner first proposed “cognitive strategies” in 1956, he has carried out research on learning strategies. . In the practice of education and teaching, we deeply feel that the student’s mind is not a container that needs to be filled, but a torch that needs to be ignited. To enhance the student’s learning effect, the method itself is not enough, and it also requires a strategy. As long as the right button is found, learning will be a little bit easier. Therefore, the learning strategy we are talking about is not a passive, step-by-step process of learning.