The expert learner: Strategic, self-regulated, and reflective
The expert learner: Strategic, self-regulated, and reflective
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DOI：
10.1007/bf00156001
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发表时间：
1996-01-01
影响因子：
2.5
通讯作者：
Newby, TJ
中科院分区：
文献类型：
--
作者：
Ertmer, PA;Newby, TJ
对学习过程的反思被认为是专家学习者发展的一个重要组成部分。通过使用反思性思维技能来评估自己的学习努力的结果，可以提高对有效学习策略的意识，并了解如何在其他学习情景中使用这些策略。这篇文章描述了专家学习者如何利用他们作为学习者所获得的知识、任务要求和特定的策略使用来刻意地选择、控制和监控实现预期学习目标所需的策略。我们提出了一个专家学习模型，它说明了学习者关于认知、动机和环境策略的元认知知识是如何通过持续的反思性思维转化为对学习过程的调控的。最后，我们讨论了专家学习的概念对教学实践的影响。
Reflection on the process of learning is believed to be an essential ingredient in the development of expert learners. By employing reflective thinking skills to evaluate the results of one's own learning efforts, awareness of effective learning strategies can be increased and ways to use these strategies in other learning situations can be understood. This article describes how expert learners use the knowledge they have gained of themselves as learners, of task requirements, and of specific strategy use to deliberately select, control, and monitor strategies needed to achieve desired learning goals. We present a model of expert learning which illustrates how learners' metacognitive knowledge of cognitive, motivational, and environmental strategies is translated into regulatory control of the learning process through ongoing reflective thinking. Finally, we discuss the implications that the concept of expert learning has for instructional practices.