學(xué)習(xí)策略包含元認(rèn)知策略

1、學(xué)習(xí)策略包含元認(rèn)知策略、認(rèn)知策略和社會(huì)情感策略, 其中 ,認(rèn)知策略是指直接作用于輸入信息的策略(O'Malley和Chamot,1990)。學(xué)生從閱讀材料中獲得信息后需要運(yùn)用一些認(rèn)知策略來幫助他 們快速準(zhǔn)確地理解這些信息。 在英語閱讀中自覺、 靈活地使用認(rèn)知策略對于學(xué)生來說是非常重要 的。Learning strategies include meta-cognitive strategy, social, emotional and cognitive strategies and tactics, the cognitive strategies, which refers to

2、a direct role in input information strategy (O 'Malley Chamot and, 1990). Students gain from reading materials to use some information cognitive strategies to help them to understand these information quickly and accurately. In English reading, flexible use of cognitive strategies for students i

3、s very important.、定義認(rèn)知策略是學(xué)習(xí)者加工信息的一些方法和技術(shù)， 其基本功能有兩個(gè)方面： 一是對信息進(jìn)行 有效的加工與整理；二是對信息進(jìn)行分門別類的系統(tǒng)儲(chǔ)存。A definitionThe cognitive strategies learners of some of the information is processing techniques and methods, and its basic function of two aspects: one is on information processing and effectively, Two is to cl

4、assify the storage system.、類型運(yùn)用內(nèi)部語言在大腦中重現(xiàn)學(xué)習(xí)材料(一) 復(fù)述策略 復(fù)述策略師指在工作記憶中為了保持信息， 或刺激，以便將注意力維持在學(xué)習(xí)材料上的方法。 Type (1) repeat Retell strategists in working memory refers to keep information, use interior language learning materials or reproducibility, in order to maintain the attention in learning materials.(二)

5、精加工策略精加工策略是指把新信息與頭腦中的舊信息聯(lián)系起來從而增加新信息意義的深 層加工策略。它常被描述成一種理解記憶的策略，其要旨在于建立信息間的聯(lián)系。聯(lián) 系越多，能回憶出信息原貌的途徑就越多，即提取的線索就越多。精加工越深入越細(xì) 致，回憶就越容易。對于比較復(fù)雜的課文學(xué)習(xí)，精細(xì)加工策略有說出大意、總結(jié)、建 立類比、用自己的話做筆記、解釋、提問以及回答問題等。(2) finishing strategyFinishing strategy is to show the new information and the minds of old information to increase the

6、 deep processing of new information meaning. It is often described as a kind of understanding memory strategy, its message is established between the contact information. You can recollect the contact information, the original way, namely the extraction of clues. The thorough careful precision, the

7、easier it. For complex text study, fine processing strategy, summarize and set out, use your own words analogy notes, interpretation, ask and answer questions.(三) 組織策略組織策略是將經(jīng)過精加工提煉出來的知識點(diǎn)加以構(gòu)造，形成知識結(jié)構(gòu)的更高水平的信息加工策略。組織策略主要有兩種：一種是歸類策略，用于概念、語詞、規(guī)則等 知識的歸類整理；一種是綱要策略，主要用于對學(xué)習(xí)材料結(jié)構(gòu)的把握。(3) Organi zati onal strategy

8、Orga ni zati onal strategy is to be made by finishing the kno wledge structure and form to kno wledge structure of higher levels of in formati on p rocess ing. Orga ni zati on basically has two kin ds: one kind is used to categorize strategy, the concept, the rules of the kno wledge, label, An outl

9、ine is mainly used for learning strategies, and gras p the material structure學(xué)習(xí)策略的類型關(guān)于學(xué)習(xí)策略的類型，人們提出了多種看法，其中主要有以下的幾種分類：1、基礎(chǔ)策略和支持策略。根據(jù)學(xué)習(xí)策略所起作用，丹塞路 (Dansereau，D.F.)把學(xué)習(xí)策略分為基礎(chǔ)策 略(Primary strategy)和支持策略(support strategy)?；A(chǔ)策略是指直接操作材料的各種學(xué)習(xí)策略。主要包 括信息獲得、貯存、信息檢索和應(yīng)用的策略，如識記、組織、回憶等策略。支持策略主要指幫助學(xué)習(xí)者維 持適當(dāng)?shù)恼J(rèn)知氛圍，以保證基礎(chǔ)策

10、略有效操作的策略。包括計(jì)劃和時(shí)間籌劃、注意力分配與自我監(jiān)控和診 斷策略。2、認(rèn)知策略、元認(rèn)知策略和資源管理策略。根據(jù)學(xué)習(xí)策略涵蓋的成分，邁克卡等人(Mckeachie, et al)將學(xué)習(xí)策略概括為認(rèn)知策略、元認(rèn)知策略、資源管理策略。認(rèn)知策略，包括復(fù)述策略，如重復(fù)、抄寫、作 記錄、劃線等；精加工策略，如想象、口述、總結(jié)、作筆記、類比、答疑等；組織策略，如組塊、選擇要 點(diǎn)、列提綱、畫地圖等。元認(rèn)知策略，包括計(jì)劃策略，如設(shè)置目標(biāo)、瀏覽、設(shè)疑等；監(jiān)視策略，如自我測 查、集中注意、監(jiān)視領(lǐng)會(huì)等；調(diào)節(jié)策略，如調(diào)整閱讀速度、重新閱讀、復(fù)查、使用應(yīng)試策略等。資源管理 策略，包括時(shí)間管理，如建立時(shí)間表、設(shè)置目標(biāo)

11、等；學(xué)習(xí)環(huán)境管理，如尋找固定地方、安靜地方、有組織 的地方等；努力管理，如歸因于努力、調(diào)整心境、自我談話、堅(jiān)持不解、自我強(qiáng)化等；其他人的支持，如 尋求教師幫助、伙伴幫助、使用伙伴/小組學(xué)習(xí)、獲得個(gè)別指導(dǎo)等。從涵蓋的成分角度出發(fā)，還有溫斯坦(Weinstein, C.E.)的分類。溫斯坦認(rèn)為學(xué)習(xí)策略包括：認(rèn)知信息加工策略，如精加工策略；積極學(xué)習(xí)策略，如應(yīng)試策略；輔助性策略，如處理焦慮；元認(rèn)知策略， 如監(jiān)控新信息的獲得。她與同事們所編制的學(xué)習(xí)策略量表就包括：信息加工、選擇要點(diǎn)、應(yīng)試策略、態(tài)度、 動(dòng)機(jī)、時(shí)間管理、專心、焦慮、學(xué)習(xí)輔助手段和自我測查十個(gè)分量表。3、大策略、中策略和小策略。根據(jù)學(xué)習(xí)策略的

12、可教性，比格斯 (Biggs, Z.)把學(xué)習(xí)策略劃分為大策略、 中策略和小策略。大策略可遷移性最大，距任務(wù)最遠(yuǎn)，可教性最差；中策略既可教，遷移性也較大；小策 略距任務(wù)最近，可教性最好，但教學(xué)的遷移性小。因此，有的研究者建議集中研究中策略。4、根據(jù)學(xué)習(xí)的進(jìn)程，劉電芝教授把學(xué)習(xí)策略依次分為信息選擇策略、高效記憶策略、信息編碼策略、 思維策略和元認(rèn)知學(xué)習(xí)策略。First, cogn itive strategiesCognitive strategies are some of the informationprocessingmethods and techniqueseffective extr

13、action of information from memory. In general, the cognitive strategies kno wledge of the type of differe nt rep eat, fini shi ng and orga ni zati onal strategy declarative kno wledge, p rocedural kno wledge for further un dersta nding, there were strategy and acti on modesforisforthefor(B) the type

14、 of lear ning strategiesmajorOn the type of lear ning strategy, people made a variety of views, in cludi ng severalcategories are as follows:1, basic strategies and support strategies. According to the role of learning strategies, Danse Road (Da nsereau, DF) into the lear ning strategies based strat

15、egy (p rimary strategy),and support policy (support strategy). Based strategy is the direct operation of a variety of learning strategies materials. In clud ing in formati on access, storage, in formati on retrieval andstrategies.cog nitiveIn clud ing diag no sticresourceapplication of strategies su

16、ch as memorization, organization, memory and other The main means to support strategy to help learners maintain an appropriate environment to ensure the effective operation of the strategy based on strategy. planning and time to plan the distribution of attention and self-monitoring and strategies.2

17、, cog nitive strategies, metacog nitive strategies and resource man ageme nt strategies. Components covered un der the lear ning strategy, Maike Ka and others (Mckeachie, et al) will learn strategies summarized as cognitive strategies,metacognitivestrategies,in cludi ng planning strategies, such as

18、so on; monitoring strategies, such as and understandthe other; regulationman ageme nt strategy. Cogn itive strategies in clude rep eat, such as dup licati on, tran scri pti on, record kee ping, mark ing, etc.; fini shi ng strategies, such as imagi nati on, oral, summarize, take no tes, an alog, Q, e

19、tc.; orga ni zati onal strategies, such as blocks, select the main points of the colu mn outl ine, draw maps. Metacog nitive strategies, setting goals, browsing, located the suspect and self-testinginvestigation,focusing on surveillanee strategies, such as adjustme nt of readi ng sp eed, re-read, re

20、view, exam in ati on strategies used cognitive information learning strategies, such as as dealing with anxiety; She compiled withand so on. Resource management strategies, including time management, such as the establishment of a timetable, setting goals; learning, environmental management, such as

21、 look ing for a fixed pl ace, quiet p lace, orga ni zed pl ace, etc.; to man ageme nt, such as due to efforts to adjust the mood, self-talk, p ersevera nee, self-e nhan ceme nts; other peop le's support, such as for teachers to help partners to help, using the partner / group learning, access to

22、 in dividual guida nee. From the p ers pective of covered componen ts, as well as Wein ste in (Wein ste in, CE) category. Wein ste in that lear ning strategies in clude: processingstrategies, such as finishing strategy; activeexam in ati onstrategies; compl eme ntary strategies, suchmetacognitive st

23、rategies, such as the monitoringof new information.colleagues on the scale of lear ning strategies in clude: in formati on p rocess ing, choice poin ts, exam strategies, attitudes, motivati on, time man ageme nt, concen trati on, an xiety, lear ning aids and self-test check 10 subscales.3, a great strategy, the strat