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本文通过对高年级学生独立解决数学问题的研究,描述元认知中的自我调控策略,并在问题解决之后,让学生回想在解题过程中所用的元认知策略完成一份问卷。通过书写练习和问卷中反映的自我调控成功的、调控不充分的以及缺乏组织等情况的例子,提出解决策略中元认知失败的特点类型,强调有效调控的两个关键因素的区别:能够识别错误和其他障碍而取得进步;能够改正错误和克服障碍。
This paper describes the self-regulation strategies of metacognition through the research of solving the mathematics problems of senior students independently. After the problems are solved, students are asked to complete a questionnaire by recalling the metacognitive strategies used in solving problems. Through the examples of successful self-regulation, inadequate regulation and lack of organization reflected in writing exercises and questionnaires, this paper proposes the types of traits of metacognitive failure in strategies and emphasizes the difference between two key factors of effective regulation: the ability to identify Mistakes and other obstacles that make progress; Ability to correct mistakes and overcome obstacles.