Towards Helping Learners Master Self-Regulation Skills
Towards Helping Learners Master Self-Regulation Skills
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帮助学习者掌握自我调节技能
DOI：
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发表时间：
2003
期刊：
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通讯作者：
Michiko Kayashima
中科院分区：
文献类型：
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作者：
Michiko Kayashima
有几个术语用来描述同一种现象，同一个术语用来描述不同的现象。它让我们感到困惑，让元认知变得不可思议。什么是元认知？我们一直在通过定义我们自己的标准来解决这个问题，以确定什么是元认知或什么是认知。通过对相关著作的调查，我们试图界定标准，并根据标准对技能和掌握技能的难点进行分类。它向我们展示了有各种各样的概念被称为同一个术语“元认知”，我们认识到缺乏共同的词汇和概念系统来表示认知和/或元认知现象。因此，我们的研究目标包括构建共同的词汇来表示认知和/或元认知现象，并提供明确的标准来区分词汇中的术语。在本文中，我们提出了一个层次模型的技能和分类的困难，掌握他们。然后，我们介绍了一个学习环境，以促进学习者的自我调节技能的发展。
There are several terms used to describe the same phenomenon, and the same term is used to describe different phenomena. It confuses us and makes metacognition miracle. What is metacognition? We have been tackling the problem by defining our own criteria for determining what metacognition is or what cognition is. Through a survey of related works, we try to define the criteria and classify skills and difficulties for mastering the skills based on the criteria. It shows us there are various concepts called by the same term “metacognition”, and we recognize lack of common vocabulary and system of concepts to represent cognitive and/or metacognitive phenomena. So, our research objectives include constructing common vocabulary to represent cognitive and/or metacognitive phenomena, and providing clear criteria to distinguish terms in the vocabulary. In this paper, we propose a hierarchical model of skills and classify difficulties to master them. Then, we introduce a learning environment to facilitate learners’ development of self-regulation skill.