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为了改变“教师教得累,学生学得累”的高投入、低输出现状,教师利用元认知策略,在写作教学中引入多样化的任务设计,将培养学生的语用能力放在首位,成为目前高中英语教学中当务之急的任务。元认知策略是培养学习者自主性的关键。温登指出:“学习者运用元认知策略监控、管理或自主自己的学习。”元认知策略是学习者对认知过程的思考,是对认知活动的计划、监控及认知活动完成后所进行的自我评估。掌握了元认知策略,学习者能够自主适时地对学习进行计划、监督和评价。它分为三类:计划策略、监控策略和评估策略。
In order to change the high input and low output status of “teachers are tired of learning, students are tired of learning”, teachers use metacognitive strategies to introduce diversified task design in writing teaching and put students’ pragmatic competence in the First, become the top priority in high school English teaching task. Metacognitive strategy is the key to cultivating learner autonomy. Wenterng states: “Learners use metacognitive strategies to monitor, manage or independently learn.” Metacognitive strategies are learners’ thinking of the cognitive process and are the planning, monitoring and cognition of cognitive activity Self assessment after completion of the activity. Mastered the metacognitive strategy, learners can self-timely learning plan, supervision and evaluation. It is divided into three categories: planning strategy, monitoring strategy and assessment strategy.