“元认知策略培训+metacognitive+strategy+training英语短句+例句大全”是一本涵盖了元认知策略培训的英语学习资源。本书包含丰富的英语句和例句，旨在帮助学习者掌握并运用元认知策略来提高英语学习效果。通过系统的学习和实践，读者可以更深入地理解和运用元认知策略，提高自身的学习能力和语言表达能力。这本书适合有一定英语基础的读者，无论是学生、教师还是自学者，都可以从中获得实用的英语学习技巧和方法。通过学习这本书，读者将能够更自信、更流利地运用英语，并在学业和职场中取得更好的成绩。
元认知策略培训,metacognitive strategy training
1)metacognitive strategy training元认知策略培训
1.During this program,metacognitive strategy training was integrated into intensive reading classroom teaching,focusing on developing students ability to plan,monitor and evaluate their learning process.文中探讨了在新专升本院校,通过精读课上的元认知策略培训来促进学生自主性学习能力的可行性。
2.This empirical research includes questionnaire,interview,metacognitive strategy training and heuristic teaching.文章在借助国内外自主学习相关研究成果的基础上,通过问卷调查、访谈、元认知策略培训及启发式课堂教学等实证研究,试图探讨自主学习能力的培养对提高当代大学生英语学习兴趣、学习成绩和全面提高其英语综合能力的作用和影响。
3.This paper reports a one-year experiment with 105 English majors on portfolio-basedmetacognitive strategy training and its effect in promoting learner autonomy.本研究对105名英语专业一年级学生进行了为期一年的元认知策略培训实验,以考察其对提高专业英语学生自主学习能力的效果。
英文短句/例句
1.An Experiment on Portfolio-based Metacognitive Strategy Training in Improving Learner Autonomy;基于学习档案的元认知策略培训研究
2.An Empirical Study on Integrating Cognitive and Metacognitive Strategy Training in Vocabulary Learning;词汇学习中的认知与元认知策略培训研究
3.An Empirical Study of Cognitive and Metacognitive Strategies Training Related to Listening Teaching in Senior Middle Schools高中英语听力教学中认知策略与元认知策略培训的实证研究
4.The Impact of Metacognitive Strategies Training on English Self-efficacy;元认知策略培训对英语自我效能的影响
5.An Experimental Study of Meta-cognitive Strategy Training in Senior High Extra-curricular English Reading;高中英语课外阅读元认知策略培训的实验研究
6.Metacognitive Strategy Training in Vocational College English Listening Instruction;高职英语听力教学中的元认知策略培训
7.Effectiveness of Metacognitive Strategy Training in EFL Listening Learning;外语听力学习中元认知策略培训有效性研究
8.A Study of Improving Listening Comprehension Through Metacognitive-Strategy-Based Instruction in Middle School;基于元认知策略培训的中学英语听力教学
9.An Empirical Study of Metacognitive Strategy Training in the Vocational College English Writing Instruction;高职英语写作教学中的元认知策略培训
10.Research on Integrating Meta-cognitive Strategy Training into Pronunciation Teaching of Non-English Majors-An Empirical Study in DUT;元认知策略培训在大学英语语音教学中的应用
11.On Metacognitive Strategy Training in College English Listening Instruction;大学英语听力教学中的元认知策略培训研究
12.A Study on the Effect of Metacognitive Strategy Training on Vocabulary Acquisition;元认知策略培训对词汇习得的影响研究
13.Metacognitive Strategy Training in College English Listening Instruction;大学英语听力教学中的元认知策略培训
14.Training of Metacognitive Strategies and the Developing of Ss Ability of Learning Autonomy;元认知策略培训与提高学生自主学习能力探索
15.The Research of Listening Instruction Based on Metacognitive Strategies Training in High School;基于元认知策略培训的高中英语听力教学研究
16.Metacognitive Strategy Instruction in English Vocabulary Learning;高中学生英语词汇学习元认知策略培训的研究
17.STUDY ON THE EFFECT OF METACOGNITIVE STRATEGIES TRAINING ON VOCABULARY LEARNING;元认知策略培训对大学生词汇学习的影响
18.On Relationship between Strategic Training of Meta-cognition and College English Writing;元认知策略培训与大学英语写作的关系
相关短句/例句
metacognitive strategies training元认知策略培训
1.This study designed the 15-week experiment in which the Chinese non-English college students receivedmetacognitive strategies training in order to facilitate their lexical learning.所以,元认知策略培训提高了学生自主学习能力,促进了他们的词汇学习。
3)cognitive and metacognitive strategy training认知和元认知策略培训
4)cognitive-strategies-based instruction认知策略培训
5)meta-cognitive strategy training元认知策略训练
1.An empirical study has been conducted for the exploration of whether integratingmeta-cognitive strategy training into exact oral English teaching can effectively improve oral English teaching effect.本文通过教学试验研究,以探讨在英语口语教学中融入元认知策略训练是否能有效提高英语口语教学效果。
6)metacogntive strategy training元认知策略培养
延伸阅读
元认知指对个人认知活动的认知。例如在教学心理学中常提到"学习如何学习"，指的就是这种次认知。但作为一个明确的概念,还是近年来才出现在认知心理学中。认知同元认知的区别，正如学习同"学习如何学习"的区别一样。一个人的脑子里装有某些知识是一回事，这些知识在需要的时候是否能得到利用是另一回事；具有某种技能和应用该技能也是两回事；改进作业和对作业改进的了解也是两回事。随着对元认知作用的认识和研究的发展，元认知技能的训练开始被列为教学的明确目标之一。元认知的作用大体包括3方面 ①元认知知识。包括有关人类思维过程的知识,其中有3种相互起作用的因素：人（认知的主体）、任务（特点和难易）和策略（多种认知方法的相对优劣）。②元认知体验。对自己认知作业中某些方的自觉体验，如"知的感觉"和"不知的感觉"等体验。③元认知技能。如核对、计划、提问、自我测试和监控自己的操作；在解决问题前向自己和别人提问以确定是否认识了问题；把答案和现实加以对照，不管是否"答对"，只看是否"合理"；检查解决问题的企图是否有效，是否应继续努力。元认知技能还包括怎样选择一种适宜的策略去解决特定的问题，怎样评定一个人对有关作业的知识水平，怎样检查作业的成绩，获得更多的知识等等。有证据说明，这些技能是可以教给学生的，学生也是可以学会的。元认知作用体现为对认知活动的监控，它是在儿童发展过程中逐步形成的，在心理发展和教育心理方面有重要的意义。
