What are the general contents of metacognitive strategies?

What are the general contents of metacognitive strategies? 1, plan learning strategies, set learning goals, and complete learning tasks.

2. Self-monitoring strategy. Evaluate the cognitive process and feed back the results and shortcomings of cognitive activities.

3. Self-regulation strategy. According to the results of cognitive activities, correct and adjust cognitive strategies in time.

The basic point of metacognitive strategy 1. Planning strategy

Planning strategies include setting learning objectives, browsing reading materials, generating questions to be answered and analyzing how to complete learning tasks.

Planning learning is like a football coach putting forward countermeasures according to the characteristics and performance of the opposing team before the game. Students should have a general "countermeasure" in every class, whether it is to finish homework or to cope with exams. Successful students don't just listen to lectures, take notes, and wait for teachers to sort out materials and do research. They will predict how long it will take to finish their homework, get relevant information before writing, review their notes before exams, organize study groups when necessary, and use various other methods. In other words, a successful student is an active rather than a passive learner.

2. Monitoring strategy

Monitoring strategies include following attention when reading, asking questions about materials, and monitoring your own speed and time during exams.

These strategies make learners alert to the possible problems in their attention and understanding, so as to find and correct these problems. When you study for the exam, you will ask yourself questions and realize that you don't understand some chapters, and your reading and note-taking methods don't work for them. You need to try other learning strategies. Let's talk about two specific monitoring strategies-understanding monitoring and concentration.

(1) Understanding Monitoring

A specific monitoring strategy is to understand monitoring. Skilled readers continue this process from beginning to end when reading. Skilled readers have an understanding goal in mind, such as finding a detail and finding the main point, so they browse the text for this goal. With the implementation of this strategy, if this important detail is found or the main point of the text is grasped, skilled readers will experience a sense of satisfaction because they have achieved their goal. However, if you don't find this detail, or don't understand the text, you will feel depressed. If the monitoring results show that the target has not been achieved, remedial measures will be taken, such as rereading the materials or reading the text more carefully.

Some studies show that many people from children to college students lack this kind of comprehension monitoring skills, and many students always take repetition (such as rereading and taking notes) as the main strategy to learn new knowledge from textbooks or lectures. In order to help these students, Devine (1987) suggested that they use the following strategies to monitor and improve their comprehension:

Change the speed of reading. So as to adapt to the differences in comprehension ability of different texts. Read the easier chapters quickly and grasp the author's overall point of view; Slow down for more difficult chapters.

2 stop judging. If you don't understand anything, read on. The author may fill in this blank later, add more information, or make it clear later.

3 guess. When you don't understand what you read, get into the habit of guessing. Guess the meaning of this paragraph, and then read on to see if your guess is correct.

(4) Reread difficult paragraphs. Reread difficult paragraphs, especially when the information seems contradictory or vague. The simplest strategy is often the most effective.

(2) Concern

Attention, like money and energy, is a limited resource. At a certain moment, we can only pay attention to limited things. When the teacher asks the students to spend all their limited attention energy on everything he says, the students have to give up their active attention to other * * *, and have to change their priorities and get rid of all other * * *.

For example, when people are absorbed in an interesting speaker, they are not aware of subtle physical feelings (such as hunger) and even turn a deaf ear to others. Experienced speakers know that once the audience is absent-minded, they no longer concentrate on listening, and may have turned to lunch or other activities, so they should concentrate again.

Step 3 adjust the strategy

The regulation strategy is related to the monitoring strategy.

For example, when learners realize that they don't understand a certain part of the class, they will go back and read the difficult paragraphs; Slow down when reading difficult or unfamiliar materials; Review the course materials they don't understand; Skip a difficult question in the exam, do a simple question first, and so on. Adjusting strategies can help students correct their learning behavior and make up for their lack of understanding.

Metacognitive strategies always work with cognitive strategies. If a person doesn't have the skills and desire to use cognitive strategies, he can't successfully plan, monitor and adjust himself. Metacognitive process is very important to help us estimate the degree of learning and decide how to learn. Cognitive strategies help us integrate new information with known information and store it in long-term memory. Therefore, our metacognition and cognition must work together. Cognitive strategies (such as underlining, oral repetition, etc.). ) is an indispensable tool for learning content, but metacognitive strategies supervise and guide the use of cognitive strategies, that is, they can teach students to use many different strategies, but if they don't have the necessary metacognitive skills to help them decide which strategy to use or change in a certain situation, then they are not successful learners.

Meta-cognitive strategy noun explanation: 1, learning process: refers to the communication between students and teachers, classmates and teaching information in the teaching situation. 84. Meta-cognitive strategies refer to students' cognitive strategies about their own cognitive process, including their understanding of their own cognitive process.

What metacognitive strategy? Metacognition is a concept put forward by Flavel in 1970s. China's translation methods include self-criticism, self-reflection, super-cognition and post-cognition. According to fravel, metacognition is an individual's understanding of his own cognitive processes and his ability to regulate them. Metacognitive strategy is a typical learning strategy, which refers to students' effective monitoring and control of their whole learning process.

See Baidu Encyclopedia: baike.baidu./view/1426883.htm.

What is metacognitive planning strategy? According to the specific objectives of cognitive activities, metacognitive planning plans various activities, predicts results, chooses strategies, thinks about various methods to solve problems and estimates its effectiveness before a cognitive activity.

Metacognitive planning strategies include setting learning objectives, browsing reading materials, generating questions to be answered and analyzing how to complete learning tasks. Planning learning is like a football coach putting forward countermeasures according to the characteristics and performance of the opposing team before the game. Students should have a general "countermeasure" in every class, whether it is to finish homework or to cope with exams. Successful students don't just listen to lectures, take notes, and wait for teachers to sort out materials and do research. They will predict how long it will take to finish their homework, get relevant information before writing, review their notes before exams, organize study groups when necessary, and use various other methods. In other words, a successful student is an active rather than a passive learner.

What is metacognitive strategy metacognition? It was put forward by fravel in 1970s, and it is also called anti-retrospective cognition, reflective cognition, super-cognition and post-cognition. Metacognition is an individual's understanding of his own cognitive processes and his ability to adjust these processes.

Metacognitive strategy is a typical learning strategy, which refers to students' effective monitoring of their own cognitive process and results.

Metacognitive strategies control the flow of information, monitor and guide the cognitive process, including planning strategies, monitoring strategies (attention strategies) and adjustment strategies.

What are the contents of brand strategy-research-positioning-training-planning-design-communication-marketing-management-expansion-innovation?

What is metacognitive strategy? Is it a memory strategy? Metacognition is the cognition of cognition. Specifically, it is the knowledge about the individual's own cognitive processes and the ability to adjust these processes: the understanding and control of thinking and learning activities. Metacognition includes metacognitive knowledge and metacognitive monitoring. For example, "learning to learn" often mentioned in teaching psychology refers to this kind of sub-cognition. The essence of metacognition is self-awareness and self-discipline in cognitive activities.

Metacognition is a concept put forward by Flavel in 1970s. China's translation methods include self-criticism, self-reflection, super-cognition and post-cognition. According to fravel, metacognition is an individual's understanding of his own cognitive processes and his ability to regulate them. Metacognitive strategy is a typical learning strategy, which refers to students' effective monitoring and control of their whole learning process.

Metacognitive strategies include memory strategies, which are a part of metacognitive strategies. (Because memory is a part of cognition)

What are the contents of the reverse investment strategy? * * * Here you are. This is what happens when you don't listen!

Investors often pay too much attention to the recent performance of listed companies in investment decision-making, and predict their future according to the recent performance, which leads to continuous overreaction to the recent performance of the company, resulting in overvaluation of the stock prices of companies with poor performance and companies with good performance. This provides an arbitrage opportunity for investors to use the reverse investment strategy.

Reverse strategy is an investment method that uses the "reversal effect" and "winning and losing effect" in the market to buy stocks with poor performance in the past and sell stocks with good performance in the past for arbitrage. In other words, buy and sell stocks with the idea of "people take me away, people abandon me and take it".

How to Cultivate Students' Metacognitive Strategy (1) Self-questioning method

Self-questioning method is to improve students' self-reflection and problem-solving ability by providing a series of question forms for students to self-observation, self-monitor and self-evaluate. For example, American mathematician Paulia put forward the following series of questions, asking students to ask themselves the four stages of solving mathematical problems:

Question stage: What are the unknown conditions? What are the known conditions? Are the known conditions sufficient to determine the unknown quantity? Redundant or insufficient?

Q: Have you ever seen this kind of problem before? If so, does it appear in a slightly different way? Can I apply a familiar problem with the same or similar unknown conditions to solve the current problem? If you can't answer the current question, you should ask: What can I produce from the given conditions? Have the conditions and materials been used?

Q: Can you definitely conclude that every step is right? Can you prove it is right?

Review Steps Q: Can I check the correctness of the results? May I check the reasoning process? Can I apply this result or method to other problems?

Someone (Kurzeje, 1986) adopted the above-mentioned questioning mode of Paulia and trained 52 third-grade students. The results show that children who participate in this kind of training can solve problems more successfully than children without metacognition, and they can also tell the steps to solve problems better.

(2) Mutual questioning method

Mutual questioning method, that is, divide students into two groups, give each student a form similar to the above self-questioning, and ask students to ask each other questions while trying to solve the problem, and answer according to the question form. Research shows that mutual questioning method can effectively promote students' thinking and competition, and develop metacognition.

(3) knowledge transfer method

Knowledge transfer is another method different from the above training. Mainly by imparting learning theory knowledge, especially metacognition knowledge, let students realize the importance of metacognition in learning, consciously apply metacognition to learning, produce appropriate learning strategies, and improve learning effect.

The above metacognitive training can improve students' metacognitive level to a certain extent, especially for complex and difficult problems.

Specific methods of cultivating metacognition

(1) Improve the awareness of metacognitive learning.

To improve the level of meta-cognition, we should first improve students' consciousness from five aspects: ① Clearly understand the consciousness of tasks. Students are required to grasp the learning task accurately and comprehensively, and make clear the nature and characteristics of the task, the requirements of the task and the degree to be achieved. ② Grasp the awareness of the characteristics of learning materials. Each learning material has its own characteristics, so students should be trained to carefully analyze the nature, structure, difficulty and priority of each learning material in order to allocate learning time and attention reasonably. ③ Consciousness of using strategies. Different learning materials and different learning requirements require different learning strategies. Before solving the task, students are required to consider which strategies are available and which is the best strategy to solve the current task, and consciously choose and use effective learning strategies. (4) Grasp the awareness of your own learning characteristics. Guide students to fully understand their cognitive characteristics, for example, whether they are good at visual learning or auditory learning; Remember to forget quickly or slowly. ⑤ Self-regulation consciousness in the learning process. Cultivate students to judge the difficulties and obstacles in the learning process, accurately analyze the reasons and make adjustments in time.

(2) Enriching metacognitive knowledge and experience

Previous studies have shown that students' metacognitive level is closely related to their metacognitive knowledge. Therefore, teachers should attach importance to the teaching of metacognitive knowledge and constantly strengthen the application of this knowledge in learning activities. At the same time, by creating problem situations, students are induced to have metacognitive experiences, and the accuracy of these experiences is constantly improved to improve their metacognitive level.

(3) Strengthen the guidance of metacognitive operation.

According to the characteristics of the learning process, metacognitive guidance in stages will get better results. Before learning activities, focus on guiding students to plan and arrange activities and make various specific preparations for learning activities. In learning activities, pay attention to guiding students to clarify learning objectives, objects and tasks; Pay attention to learning strategies, be good at choosing appropriate learning methods according to the characteristics of learning materials and your own learning characteristics, control yourself to eliminate internal and external interference, and ensure the smooth implementation of the learning plan. After the learning activities, pay attention to ask students to check, feedback and evaluate their learning situation and effect, pay attention to the mistakes in learning, carefully analyze and remedy them in time. Finally, we should urge students to reflect and summarize deeply. First, we should accumulate experience for similar occasions in the future. The second is to learn lessons and avoid committing crimes again.

(4) create conditions and opportunities for feedback

In the teaching process, teachers should provide students with a harmonious and democratic feedback environment. Everyone can freely evaluate others' learning methods and strategies, and can also freely evaluate others. On this basis, teachers should gradually guide students from teacher-led external feedback to students' own internal feedback, and gradually form good study habits. Learners can truly learn metacognitive learning by transforming external correction instructions into their own correction functions.

(5) Pay attention to guiding students to control non-intellectual factors.

There are not only intellectual factors, but also non-intellectual factors that affect the learning effect, and they are often the result of their synergy. Therefore, in addition to training students to adjust learning and cognitive activities, teachers should also pay attention to guiding students to adjust non-intelligence factors such as effort, motivation, personality characteristics and cognitive style, so that students can adjust both intelligence factors spontaneously and non-intelligence factors effectively, and then combine them organically.

In short, if the cultivation of students' metacognition can be carried out comprehensively from the above aspects and through various channels, the effect will be more obvious.