学习策略包含元认知策略

1、学习策略包含元认知策略、认知策略和社会情感策略, 其中 ,认知策略是指直接作用于输入信息的策略(O'Malley和Chamot,1990)。学生从阅读材料中获得信息后需要运用一些认知策略来帮助他 们快速准确地理解这些信息。 在英语阅读中自觉、 灵活地使用认知策略对于学生来说是非常重要 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.、定义认知策略是学习者加工信息的一些方法和技术， 其基本功能有两个方面： 一是对信息进行 有效的加工与整理；二是对信息进行分门别类的系统储存。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.、类型运用内部语言在大脑中重现学习材料(一) 复述策略 复述策略师指在工作记忆中为了保持信息， 或刺激，以便将注意力维持在学习材料上的方法。 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与头脑中的旧信息联系起来从而增加新信息意义的深 层加工策略。它常被描述成一种理解记忆的策略，其要旨在于建立信息间的联系。联 系越多，能回忆出信息原貌的途径就越多，即提取的线索就越多。精加工越深入越细 致，回忆就越容易。对于比较复杂的课文学习，精细加工策略有说出大意、总结、建 立类比、用自己的话做笔记、解释、提问以及回答问题等。(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) 组织策略组织策略是将经过精加工提炼出来的知识点加以构造，形成知识结构的更高水平的信息加工策略。组织策略主要有两种：一种是归类策略，用于概念、语词、规则等 知识的归类整理；一种是纲要策略，主要用于对学习材料结构的把握。(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学习策略的类型关于学习策略的类型，人们提出了多种看法，其中主要有以下的几种分类：1、基础策略和支持策略。根据学习策略所起作用，丹塞路 (Dansereau，D.F.)把学习策略分为基础策 略(Primary strategy)和支持策略(support strategy)。基础策略是指直接操作材料的各种学习策略。主要包 括信息获得、贮存、信息检索和应用的策略，如识记、组织、回忆等策略。支持策略主要指帮助学习者维 持适当的认知氛围，以保证基础策

10、略有效操作的策略。包括计划和时间筹划、注意力分配与自我监控和诊 断策略。2、认知策略、元认知策略和资源管理策略。根据学习策略涵盖的成分，迈克卡等人(Mckeachie, et al)将学习策略概括为认知策略、元认知策略、资源管理策略。认知策略，包括复述策略，如重复、抄写、作 记录、划线等；精加工策略，如想象、口述、总结、作笔记、类比、答疑等；组织策略，如组块、选择要 点、列提纲、画地图等。元认知策略，包括计划策略，如设置目标、浏览、设疑等；监视策略，如自我测 查、集中注意、监视领会等；调节策略，如调整阅读速度、重新阅读、复查、使用应试策略等。资源管理 策略，包括时间管理，如建立时间表、设置目标

11、等；学习环境管理，如寻找固定地方、安静地方、有组织 的地方等；努力管理，如归因于努力、调整心境、自我谈话、坚持不解、自我强化等；其他人的支持，如 寻求教师帮助、伙伴帮助、使用伙伴/小组学习、获得个别指导等。从涵盖的成分角度出发，还有温斯坦(Weinstein, C.E.)的分类。温斯坦认为学习策略包括：认知信息加工策略，如精加工策略；积极学习策略，如应试策略；辅助性策略，如处理焦虑；元认知策略， 如监控新信息的获得。她与同事们所编制的学习策略量表就包括：信息加工、选择要点、应试策略、态度、 动机、时间管理、专心、焦虑、学习辅助手段和自我测查十个分量表。3、大策略、中策略和小策略。根据学习策略的

12、可教性，比格斯 (Biggs, Z.)把学习策略划分为大策略、 中策略和小策略。大策略可迁移性最大，距任务最远，可教性最差；中策略既可教，迁移性也较大；小策 略距任务最近，可教性最好，但教学的迁移性小。因此，有的研究者建议集中研究中策略。4、根据学习的进程，刘电芝教授把学习策略依次分为信息选择策略、高效记忆策略、信息编码策略、 思维策略和元认知学习策略。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