? ? First, metacognition
? ? 1, metacognitive knowledge and regulation. Metacognition is the cognition of cognition-or thinking. It is the ability to know your own thinking process and use this high-level knowledge to adjust cognitive processes such as understanding and solving problems. Because people's metacognitive knowledge and skills are different, the learning effect and speed are also different.
Metacognition includes the three kinds of knowledge we discussed earlier: (1) declarative knowledge as a learner, that is, knowing what to do; (2) program knowledge or know how to use the strategy; I know how to do it; (3) Self-adjustment knowledge to ensure the completion of tasks-knowing the conditions, and when and why to apply programs and strategies. Metacognition is the strategic use of declarative knowledge, procedural knowledge and self-regulation knowledge to achieve goals and solve problems. Metacognition regulates thinking and learning, including three basic skills: planning, monitoring and evaluation. Metacognition is the most effective when the task is challenging but not particularly difficult.
2. Individual differences of metacognition. Some differences in metacognitive ability are the result of development. Generally, it begins to develop at the age of 5-7, and the whole primary and secondary schools are improving. However, not all the differences in metacognitive ability are related to age and maturity, and some individual differences in metacognitive ability may be caused by physiological differences or learning experience differences, such as attention disorder. Therefore, for those students with learning difficulties, it is particularly important to improve their metacognitive skills.
3. The development and improvement of metacognition. Like all knowledge and skills, metacognitive skills can be learned and improved. Such as setting goals, making plans, evaluating grades, self-reflection, etc., to help students develop the habit of looking inward at their own thinking process. For high school students and college students, the problem of metacognition can be integrated into teaching, listening to lectures and homework. In order to help students better reflect on themselves, we can set the following questions: What are their strengths and weaknesses in learning? How do you motivate yourself to study? How to judge whether you understand it well? How to pay attention to the significance and value of new information? How to set specific goals before the task begins? What questions should I ask about the textbook before I start studying? When you finished this part of your study, how did you accomplish your study goals? Have you learned what you can after completing the study task? Have you considered all possible solutions after the problem is solved?
Second, learning strategies.
In order to learn, students must make cognitive input-pay attention to the relevant or important aspects of the material; Secondly, for thinking and deep processing, they must make efforts, establish contacts, finely process, transform, create, organize and re-recognize-the more they practice and process, the more consolidated their learning effect will be. Finally, students must adjust and monitor their learning-know what is meaningful and when to use new methods, that is, metacognition.
1. Learn strategically. Learning strategy is a special procedural knowledge-how to do it. It can be cognitive, metacognitive or behavioral. All these learning strategies are purposefully used to complete learning tasks when unconventional methods don't work and need to work hard. With the passage of time, the use of strategies will become more sophisticated, the demand for will efforts will decrease, and eventually these strategies will be used freely.
2. Visual organization tools. Research shows that the activity of making concept maps (drawing the relationship between concepts) can preserve and transfer knowledge more effectively than reading text paragraphs, listening to lectures and participating in discussions. In practical teaching, there are some other visual organization tools available, such as Wayne diagram, tree diagram, timeline and so on.
3. Reading strategies. In the process of reading, there are several strategies to support these processes, such as establishing contact, fine processing, transforming information, organizing materials and summarizing, such as five-step reading strategy and CAPS strategy. This is because following these steps can make students more aware of how the chapters they read are organized. Secondly, these steps require students to learn new content step by step, instead of learning all the content at once, so that students can disperse their contacts and concentrate. Of course, no matter what strategies are used, students must be taught how to use them. Direct teaching, explanation, demonstration and correct feedback exercises are all necessary.
4. Application of learning strategies. There is a common discovery in the study of learning strategies, that is, defects. In other words, students have learned strategies, but when they can or should use them, they don't apply them. So make sure that students can really use strategies. The following conditions must be met: (1) The learning task must be appropriate; (2) Students must pay attention to learning and understanding; (3) Students must believe that the effort and investment required to use learning strategies are reasonable and may be rewarded.
Third, solve the problem.
1, about solving problems. Problem solving can be in general or special fields. In addition, according to the clarity of the goal and the number of ways to solve the problem, the problem can be classified from well-structured to poorly structured. The general problem-solving strategy usually includes five stages: defining the problem, setting the goal, taking the steps to solve the problem, solving the problem, and finally evaluating the result. It is valuable and necessary to solve problems in both general and special fields.
? 2. Characteristics of problem solving. In order to describe the problem accurately, you must understand the whole problem and its parts. Schema training can improve this ability. There are completely different paths in the process of solving problems, depending on the choice of representation and goal. When students put forward an immediate solution to the problem representation, it means the completion of the task.
3. Factors that hinder problem solving and the difference between experts and novices in specific fields. Factors that hinder problem solving include fixed or rigid functions (reflecting stereotypes). They often refuse the flexibility necessary to accurately describe problems and solve them with insight. In addition, when making judgments or decisions, important information may be ignored, for example, judgments may be made based on typical representatives of a certain category or available memories. Generally speaking, experts have a wealth of declarative knowledge, procedural knowledge and conditional knowledge in solving problems. They organize this knowledge around general principles or models for solving problems. They tend to work better than novices, remember relevant information and monitor the whole process.
Fourth, creativity.
? 1, what is creativity? How to evaluate? Creativity is a process of reorganizing problems independently and looking at things in a new and imaginative way. Creativity is difficult to measure, but divergent thinking test can be evaluated from the perspectives of novelty, fluency and flexibility. Novelty is usually determined from the statistical point of view, fluency is the number of different answers, and flexibility is generally measured by the number of different kinds of answers.
? ? 2. How do teachers support creativity in the classroom? Multicultural experience helps to cultivate students' flexibility and creativity in thinking. Teachers can encourage students' creativity in classroom interaction with students, accept unusual and imaginative answers in the process of interaction, show divergent thinking, use brainstorming and tolerate inconsistent opinions.
Verb (abbreviation of verb) critical thinking and argument
Critical thinking is to evaluate conclusions by logically and systematically examining problems, evidence and solutions. Including the definition and elaboration of the problem, judging whether the information related to the problem is consistent and appropriate, and drawing a conclusion. No matter what method you use to cultivate critical thinking, it is important to follow up the extra practice activities. Just one class is not enough to cultivate students' creative thinking.
The core of debate (the process of arguing with others) is to support one's own views and positions with evidence and reasons, and refute the other's views and evidence. Argumentation skills are not innate, and it takes time to teach them effectively. This is especially true for children and teenagers, because it is difficult for them to pay attention to, understand and refute each other's views and positions with evidence.
Sixth, for the transfer of teaching
The so-called migration is the influence of the learning experience of previous materials on the learning of new materials; Creative use of cognitive tools and motivation. Migration occurs when the rules, facts and skills learned in one situation are applied to another. Information can be migrated across multiple scenarios. For example, from one discipline to another, from one place to another, or from one role to another. It is precisely because of these different types of migration that we can apply the skills we have learned in one field to many other tasks.
The spontaneous application of well-trained knowledge and skills is called automatic migration. Conscious and conscious transfer includes consciously applying abstract knowledge learned in one situation to a new situation. Learning situation will support the process of constructive learning, self-regulation, cooperative consciousness, cognition and motivation. Besides, students should deal with meaningful problems in life. In addition, teachers can directly teach strategies, provide feedback exercises, and then extend the application of strategies to new and unfamiliar situations, thus helping students transfer learning strategies.