First of all, factual knowledge is factual knowledge, also called fact, and it is an important type of knowledge. Anderson and others believe that it refers to the basic elements that learners must know in order to be familiar with a subject or solve problems in it. Egan and others believe that factual knowledge is a kind of content type that appears alone, exists in the past and present, has no predictive value and can only be obtained through observation.

From these two definitions, we can find that factual knowledge has the following characteristics. One is the dispersion or isolation of factual knowledge. For example, when we answer "Anhui" is the abbreviation of which province in China, we will answer that it is the abbreviation of Anhui Province, and we don't need to know why Anhui is abbreviated as "Anhui" and its geographical location, so this article belongs to little factual knowledge.

Second, the level of abstract generalization of this knowledge is low. If a worker can state that the Opium War broke out in 1824, it proves that he has mastered a knowledge of historical facts. The third is the basis of factual knowledge. The concept of "dog" can only be formed after children know some facts about their own pet dogs and neighbors' pet dogs.

Conceptual knowledge is an abstract and organized knowledge. Concepts, principles and theories in various disciplines belong to this kind of knowledge. Conceptual knowledge has the characteristics of abstraction, generality and organization. For example, when a child sees a cat for the first time and knows that it has a beard and four legs next to its mouth, it will meow.

These characteristics are common to all cats, and children's understanding at this time has surpassed the characteristics of a single cat and has a certain universality. It can also be said that children have formed conceptual knowledge about cats. For example,? "People who do regular physical exercise have a slower heart rate" is not a description of a single person. We can understand that their heart rate is usually slower than that of ordinary people.

This kind of knowledge has a certain generality and belongs to conceptual knowledge. The concept of cat is also closely related to the concepts of pets, mice and animals, and things organized according to a certain structure belong to conceptual knowledge.

Procedural knowledge is a set of procedures or steps about how to do things. There are both connections and differences between procedural knowledge and conceptual knowledge. Conceptual knowledge can be obtained by using procedural knowledge, and the understanding of conceptual knowledge is the premise of the application of procedural knowledge, but procedural knowledge should answer the question of how to do it and conceptual knowledge should answer the question of why to do it.

The difference between conceptual knowledge and factual knowledge is most obvious in geography and history. For example, the geography teacher sang, the knowledge of geography is divided into "land" and "reason". Here, "land" mainly refers to specific geographical knowledge, while "reason" has certain abstract concepts, so they want to treat it as factual knowledge and conceptual knowledge respectively.

History teachers often divide historical knowledge into concrete knowledge and regular knowledge. The former embodies physical events, phenomena and human activities in the process of historical development, while the latter mainly refers to historical concepts that reveal the essence of historical phenomena and the objective laws of historical development.

For example, the Taiping Heavenly Kingdom Movement led by Hong Xiuquan finally failed, which is concrete knowledge, and one of the reasons for the failure was that the peasant class did not represent advanced productive forces at that time, which revealed the essence behind historical phenomena and belonged to regular knowledge. Two kinds of knowledge in history also correspond to factual knowledge and conceptual knowledge respectively.

Procedural knowledge is different from conceptual knowledge. Conceptual knowledge is a set of steps to do things, emphasizing how to do it; Conceptual knowledge emphasizes the relationship between concepts, focusing on understanding a concept or principle in a certain relationship.

It is more prominent in the following example. A teacher teaches a general application problem:? "Class one, grade five, throws basketball in three groups. There are 6 people in the excellent group and they hit 42 times; Contact the crowd 2 1 person and shoot 63 times; There were 3 people in the improvement group and 3 injections were given. How many times does each student throw the ball on average in the class? The basic quantitative relationship of "total number of people/total score = average value" was quickly listed, with an average value of 3.6.

Students can use this relationship to solve problems when other conditions change. But on the following issues, the normal rate of the whole class is only 28%; A company wants to recruit 20 employees, under the age of 40, with high school education or above, with an average monthly salary of not less than 1000 yuan. An employee only received 800 yuan's salary in the first month, and he went to court to sue the company for failing to perform the contract.

Can this employee win the lawsuit? Both of these problems are averaging. Why do students react differently? The second topic requires students to have conceptual knowledge about the average, that is, students should understand the relationship between the size of some columns of the original data and the size of the average.

Most students in the class lack this general conceptual knowledge, so they can't answer the latter question correctly. On the contrary, they have a good grasp of the procedural knowledge of averaging. Understanding conceptual knowledge is the premise of using procedural knowledge.

When a student encounters a novel problem, only when he realizes that this new problem is an example of conceptual knowledge and understands it can he use relevant procedural knowledge.

Extended data:

Metacognitive strategy classification

Planning strategy:

Planning strategy is to make plans, predict results, choose strategies, propose solutions to problems and predict their effects according to the specific objectives of cognitive activities, including setting learning objectives, browsing reading materials, generating questions to be answered and analyzing how to complete learning tasks.

Monitoring strategy:

In the process of cognitive activities, monitoring strategies are to evaluate and feed back the results and shortcomings of cognitive activities in time according to cognitive goals, correctly estimate the degree and level of achieving cognitive goals, and evaluate the effects of various persistent actions and strategies according to effectiveness standards, including tracking attention when reading, asking questions about materials, monitoring your own speed and time during exams, etc.

Adjustment strategy:

The adjustment strategy is based on the examination of the results of cognitive activities, and if problems are found, corresponding remedial measures are taken; Or according to the test of cognitive strategy effect, correct and adjust cognitive strategy in time.

Baidu Encyclopedia-Metacognitive Strategy