摘要
国内外对记忆效能感、任务难易度判断、学习判断、自信心判断等元记忆监测判断的运行机制有基于理论和基于经验两种假说,但未经实证证明。鉴于此,通过两个实验来实证。目的一:考察学习信心判断对学习实际成绩的影响;目的二:考察学习判断对使用学习策略的影响。结果发现,学习信心判断对学习者的个体实际成绩有显著影响;学习判断(学习者对所学习内容的判断)对使用学习策略有显著影响。
The problem found in this study is that when it comes to the following meta-memory monitoring and judgment,the operating mechanism of memory efficacy,task difficulty judgment,learning judgment and self-confidence judgment is based on theory and experience kind of hypothesis,but not been proved by proof.Based on this,prove it by using two experiments:One:Study the influence of learning confidence on the actual achievement of study;Two:Study the influence of learning judgment on the use of learning strategies.It was found that the judgment of learning confidence had a significant effect on the individual achievement of learners.Learning judgment(learners'judgment of what they are learning)has a significant effect on learning strategies.
作者
刘萍
LIU Ping(Guizhou Normal University, Guiyang 550025, China)
出处
《黑龙江生态工程职业学院学报》
2017年第6期139-140,145,共3页
Journal of Heilongjiang Vocational Institute of Ecological Engineering
关键词
元认知监测形式
学习判断
理论
经验
Meta-cognitive
Monitoring form
Learning judgment
Theory-based
Experience-based
