论文部分内容阅读
元认知策略是高一级的管理技巧,是成功地计划、监控和评估学习活动的必要条件,对提高学习效果起着最为核心的作用。本文对医学类、艺术类和综合类共810名学生进行了元认知策略对比研究。结果表明:1)在元认知策略的使用总频率上,医学类和艺术类学生不呈显著性差异;而综合类学生比医学类、艺术类学生运用的频率都明显偏高;2)在具体的元认知分项策略的使用上,医学类学生比艺术类学生更经常使用“定向注意”和“自我监控”策略。综合类学生、艺术类和医学类学生在“语言意识”等四项策略上呈显著性差异。另外在自我管理策略上,综合类学生运用的频率也明显高于医学类学生。
Metacognitive strategy is a high level of management skills, is a necessary condition for the successful planning, monitoring and evaluation of learning activities, play a central role in improving learning outcomes. This article conducts a comparative study of a total of 810 students in medical, art and general education. The results showed that: 1) There was no significant difference in the total frequency of using metacognitive strategies between medical and art students; and the frequency of comprehensive students was significantly higher than that of medical and art students. 2) For the use of metacognitive sub-strategies, medical students use “directed attention ” and “self-monitoring ” strategies more often than art students. Comprehensive students, art students and medical students in the “language awareness” and other four strategies showed significant differences. In addition, in self-management strategy, the frequency of comprehensive use of students is also significantly higher than medical students.