Learning strategies: a synthesis and conceptual model.
Learning strategies: a synthesis and conceptual model.
复制标题
DOI：
10.1038/npjscilearn.2016.13
复制
发表时间：
2016-01-01
影响因子：
4.2
通讯作者：
Donoghue, Gregory M
中科院分区：
文献类型：
--
作者：
Hattie, John A C;Donoghue, Gregory M
本文的目的是探索一种学习模式，该模式提出各种学习策略在学习周期的某些阶段是有效的。该模式描述了三种输入和结果（技能、意愿和兴奋感）、成功标准、学习的三个阶段（表层学习、深度学习和迁移学习），以及在表层学习和深度学习阶段各自内部的获取和巩固阶段。对228项元分析的综合研究确定了最有效的策略。结果表明，有一部分策略是有效的，但这种有效性取决于它们所实施的模式阶段。此外，最好不要单独开设关于学习策略的课程，而是将各种策略嵌入学科内容中，更明确地发展表层学习和深度学习，推广与之相关的最佳策略，并教授学习迁移的技能。文章最后讨论了该模式所引发的需要进一步研究的问题。
The purpose of this article is to explore a model of learning that proposes that various learning strategies are powerful at certain stages in the learning cycle. The model describes three inputs and outcomes (skill, will and thrill), success criteria, three phases of learning (surface, deep and transfer) and an acquiring and consolidation phase within each of the surface and deep phases. A synthesis of 228 meta-analyses led to the identification of the most effective strategies. The results indicate that there is a subset of strategies that are effective, but this effectiveness depends on the phase of the model in which they are implemented. Further, it is best not to run separate sessions on learning strategies but to embed the various strategies within the content of the subject, to be clearer about developing both surface and deep learning, and promoting their associated optimal strategies and to teach the skills of transfer of learning. The article concludes with a discussion of questions raised by the model that need further research.