Chapter9Learning in the Classroom章节堂学习.pptVIP

Chapter9Learning in the Classroom课堂学习;Discussion 1;Discussion 2;Discussion 3;Discussion 4; Keys of the chapter 本章要点;Meta-cognition 元认知;Meta-cognition relates to the awareness of the process rather than the content of cognition. This self-awareness can help learner to control and improve the process of recognition (i.e. learning skills, reading comprehension, writing, etc.) 元认知是对认知过程本身的知觉，而不是对认知的内容的认识，利用这种自我的知觉可以对认知过程(例如学习的技能、阅读理解、写作等等)进行控制和改进。;Common process of meta-cognition Planning: deciding what the goals are, and what strategies to use to get there. Deciding what further knowledge or resources are needed. Monitoring progress along the way: are you going in the right direction? Evaluating when you have arrived. Terminating when the goals have been met. 元认知的一般过程 计划：决定目标是什么，用什么策略去实现目标。 决定进一步需要的知识或资源是什么。 把握过程进展的方向是否正确。 在完成的时候进行评价。 在目标实现的时候终结任务。; The 3P model of learning 3P 学习模型;Presage factors ;Process factors;Product factors;3P模型告诉我们些什么？;什么是学习方式？;Three approaches to learning are usually distinguished, on the basis of extrinsic, intrinsic, and achieving motivation. 三种学习方式的区别通常是基于其学习动机到底是外在的动机、内在的动机或成就的动机。;a. Ssurface 表层式 与外在的动机及接受式的学习方法联系 在一起。表层式的学习方式与低层次的学习结果联系在一起。 b. Deep 深层式 具有内在的动机，采用注重理解的方法进行学习。深层式的学习导致高层次的学习结果。 c. Achieving 成就式 学习的动机不在于学习本身，而在于学习的结果给本人带来的好处，与学校对学习结果的期望(高的分数)相一致。;Approaches to learning 学习方式;三种不同的学习方式;Effects of approaches to learning学习方式的影响 ;Deep approach: 1.Performance: good. But only in subjects of interest.学习成绩好，但仅限于有兴趣的学科。 2.Educational: continue to tertiary level; good academic self-concept; satisfied with progress; prefer humanities. 继续接受高等教育；学术方面的自我概念良好；满意学业的进步；喜欢人文学科。 3.Personal: internal locus of control; unrelated to IQ; 内在控制，跟智商无关。 ;Achieving approach 1.Performance: well in examinations.擅长考试。 2.Educational: tend to be the top student; prefer science subjects。想成为优等生；喜欢科学学科。 3.Personal: internal locus of control; overachieving。 内在控制，过份追求成功。;用LPQ研究学习方式;LPQ - Surface Motive Scale;L