First, cognitive strategies:

Cognitive strategy is some methods and skills for individuals to process information. Its basic function is to effectively process and sort out information and systematically store it in different categories. Cognitive strategies mainly include retelling strategies, sorting strategies and organizing strategies.

1, retelling strategy

Retelling strategy refers to the strategy of memorizing information repeatedly in order to keep the learned information in memory. Retelling strategy can not only promote the retention of information in working memory, but also apply to the retention of information in long-term memory. Common retelling strategies are as follows:

(1) Use unconscious memory and conscious memory.

Unconscious memory refers to memory that has no predetermined purpose and no effort. Conscious memory refers to intentional and conscious memory.

(2) Eliminate mutual interference

Generally speaking, the information learned before and after is mutual interference. The interference of previously learned information with later learned information is called proactive inhibition; The interference of information learned later on with information learned earlier is called backward shooting suppression.

(3) Whole memory and segmented memory

For materials with long space, great difficulty or weak internal connection, it is suitable to adopt segmented memory, that is, divide the whole material into several segments, remember first, and then synthesize the whole memory. For short or closely related materials, it is suitable to recite the whole article, that is, read the whole article until it is memorized.

(4) Multiple sensory participation

Learn to use multiple senses at the same time when remembering, such as seeing with eyes, listening with ears, practicing with mouth and writing by hand.

(5) Draw lines, circle points and annotate.

Drawing lines, circles and comments can help students quickly find and review important information in the text, which is a common retelling strategy in reading.

Step 2 organize strategies

Sorting strategy is a deep processing strategy to make new information more meaningful by forming the connection between old and new knowledge, thus promoting the understanding and memory of new information. Common finishing strategies are as follows:

(1) Memorabilia: Memorabilia is a useful sorting technique, which can establish a connection between new materials and visual imagination or semantic knowledge. Common mnemonics are as follows:

(1) location memory method, that is, learners create a familiar scene in their minds, first determine a clear route in this scene, then determine some specific points on this route, and finally visualize all the items to be memorized and connect them with each point on this route in sequence. When recalling, extract the recorded items according to each point on this route.

(2) Abbreviation morphology is to simplify every content of memory materials into a keyword or letter, and then form an abbreviation or a sentence, which becomes something you are familiar with, thus linking the materials with past experience.

(3) Homophonic association method, which uses association when learning a new material, is also very helpful for memory under the guise of meaning. This method is called homophonic association. This method is effective for memorizing historical ages and constants.

Visual imagination, visual imagination is to help people remember associations through psychological imagination. For example, the position memory method mentioned above is actually a visual imagination method, which uses psychological representation. Moreover, the more exotic and reasonable the imagination, the deeper and more detailed the treatment, and the stronger the memory.

⑤ Semantic association, which links the new material with the old knowledge in the mind through association and gives the new material more meaning.

⑥ keyword method. Keyword method is to connect new words or concepts with similar sound clues through visual representation.

(2) take notes. In order to facilitate students to take notes, teachers should pay attention to the following points when giving lectures: giving lectures at an appropriate speed, repeating complex subject materials, and writing important materials on the blackboard to provide structural help for students to take notes.

(3) ask questions. If students are taught to ask questions such as "who", "what", "where", "how" and "why" when reading, they will understand it well.

(4) Generative learning. Train students to compare or express what they read, such as figures, images, tables and charts, to strengthen their deep understanding.

(5) Contact with real life.

(6) Make full use of background knowledge.

3. Organizational strategy

Organization is the process of summarizing and sorting out relevant contents. Organizational strategy refers to the strategy of integrating the internal relations among new knowledge, old knowledge and new knowledge to form a new knowledge structure. Common organizational strategies are as follows:

(1) outline. Skimming is a learning strategy, which summarizes the main points of the materials to be studied in order to promote the mastery of the materials.

(2) using graphics. For example:

① System structure diagram. After learning a subject, classify the learning materials, divide the main information into levels or parts, and then form a system structure diagram. Once complex information is arranged in a pyramid-like hierarchical structure, it is easy to understand and remember. In the pyramid structure, more specific concepts should be placed under more abstract concepts.

② Flow chart. Flowcharts can be used to show the sequence of steps, events and stages. Generally, it is spread from left to right and connected by arrows.

③ Mode or model diagram. Pattern diagram is a diagram to illustrate how the elements are related to each other in a certain process.

④ Network diagram. Network diagram has been paid more and more attention. At present, people call it concept map, which is widely used in learning, teaching and evaluation. It can explain how various viewpoints are interrelated. In the network diagram, the main viewpoint is located in the middle of the diagram, and the auxiliary viewpoint is located around the main viewpoint.

(3) Use forms. For example:

1 list. When tabulating, the material is analyzed comprehensively first, and then the main information is extracted, which is displayed from a certain angle, thus reflecting the overall appearance of the material.

② Bidirectional table. This table lists the main information in the material from both vertical and horizontal dimensions. Both hierarchy diagrams and flowcharts can be exported as bidirectional tables.

(4) Classification strategy. Classification strategy is a strategy to classify and organize learning materials and make them easy to remember.

Second, metacognitive strategies:

Metacognitive strategy is a cognitive strategy for learners to understand and control their own cognitive process, which helps learners to arrange and adjust their learning process effectively. In other words, individuals know what they are thinking, what they are doing, how they are doing, and their emotional experiences. Metacognitive strategies include planning strategies, monitoring strategies and adjustment strategies.

1, planning strategy

Planning strategy is to further clarify cognitive objectives, determine cognitive processes and links, predict cognitive results, select cognitive strategies and evaluate their effectiveness according to the objectives of cognitive activities before carrying out a cognitive activity. Metacognitive planning strategies include setting learning goals, browsing learning materials and analyzing ways to complete tasks.

2. Monitoring strategy

Monitoring strategy refers to constantly reflecting and monitoring whether one's cognitive activities are developing in the right direction according to cognitive goals, correctly estimating the degree and level of one's cognitive goals, and evaluating the effects of various cognitive actions and strategies according to effectiveness standards.

Step 3 adjust the strategy

Adjustment strategy is based on the examination of the results of cognitive activities. If problems are found, difficulties are encountered or goals deviate, corresponding remedial measures are taken to correct and adjust cognitive strategies in time. Adjusting strategies can help primary school students correct their learning behavior and make up for their lack of understanding.

Third, the resource management strategy

Resource management strategy is to help students manage the available environment and resources, including time management strategy, learning environment management strategy, hard management strategy, resource utilization strategy and so on.

1, time management strategy. Specific practices, such as:

(1) Arrange the time as a whole. Everyone should make an overall arrangement of time according to their overall goals and implement it through a phased timetable.

(2) Efficient use of the best time. In different periods, people's physical, emotional and intellectual states are different. With the progress of learning, people's mental state and attention will change. Everyone should arrange the learning content according to their own mode to ensure that they can learn the most important content when they are at their best.

(3) Flexible use of spare time.

2, learning environment management strategy

First of all, we should pay attention to adjusting natural conditions, such as air circulation, appropriate temperature, bright light and harmonious colors. Secondly, we should design the study space, such as space scope, indoor layout, household appliances placement and other factors.

3. Try to manage the policy

In order to keep students' will and efforts, it is necessary to constantly encourage students to motivate themselves. This includes stimulating intrinsic motivation; Establish the belief of learning in order to master; Choose challenging tasks; Adjust the criteria for success or failure; Correctly understand the reasons for success or failure; Self-reward. These are introduced in detail in the chapter on learning motivation.

4. Resource utilization strategy. Specifically:

(1) Use of learning tools: Good at using reference materials, computers and networks, reference books, libraries, radio and television, and so on.

(2) Utilization of human resources: Make good use of teachers' help to deepen the understanding of the content through cooperation and discussion among students.