1. The Impact of Metacognitive Knowledge on Students' Learning
Metacognitive knowledge in the individual metacognitive knowledge of the impact of student learning embodied in the students self-efficacy. Self-efficacy is the individual's judgment about whether he has the ability to organize and perform a particular behavior. It is the concrete manifestation of self-confidence in a certain task. There was a significant positive correlation between self-efficacy and student achievement, which was particularly strong in the low-achieving forms. According to a meta-analysis of 38 studies on self-efficacy, Malton et al. Found that self-efficacy explained about 14% of learning differences. Self-efficacy affects learning because self-efficacy is closely related to the use of students' learning strategies and self-monitoring. Students with high self-efficacy show higher learning strategies and can be more confident than those with low self-efficacy Many self-monitoring of learning outcomes.
Metacognitive knowledge in the task of metacognitive knowledge on student learning in the performance of the students learning task difficulty, nature of the decision of his task in the allocation of energy, time, how much, affecting his cognitive strategies s Choice. For example, when a student faces a task of memorizing poetry, he realizes the rhyme of poetry, the rhythm can help memorize wine course in hk.
Metacognitive Strategies Metacognitive knowledge has the most direct impact on student learning. It is not enough for a student to have a strategy alone. A good tactic user must also know when, where, how, and why they are used. Another aspect of strategy metacognitive knowledge that promotes learning is that when students recognize the value of using the strategy, they use the strategy more actively in their learning.
In student learning activities, three parts of metacognitive knowledge, individual metacognitive knowledge, task metacognitive knowledge, and tactical metacognitive knowledge interact with each other. In order to analyze in detail the role of these three in learning activities, we take the example of students' solution to maths as an example.
Researchers (Niu Weihua, Zhang Meiling) found that the main reason that led to the difference between students' achievements in solving math problems lies in the difference of metacognition between excellent students and students with learning difficulties. They asked good students and students with math difficulties to answer math problems that they had studied at medium level, with the goal of making students use metacognitive strategies as much as possible. The researchers found that although their problem scores were different, both groups of students had roughly the same cognitive steps in solving the problem, namely reading, analyzing, assumptions, calculating, and checking. The difference is that the proportion of excellent students in the process of using the highest proportion is in the analysis stage, while the problem-solving process with the highest percentage of students in the calculation phase. Due to metacognitive strategies, excellent students know what content and process to analyze in the analysis phase. In the process of column calculation, excellent students will re-analyze consciously when there are complex calculations: "This question is very troublesome, and I want to see if there is an incorrect formula." (Task Meta-knowledge); What are some of the conditions that are not used. "(Self-questioning metacognitive strategies); and they clearly knew that the cognitive strategy (tactical metacognitive knowledge) was used, whereas students with learning difficulties performed very well at this point Not obvious. In the process of problem solving, when encountering troubles, the metacognitive knowledge of students with learning difficulties is mainly manifested in: "This topic is really difficult, I can not do it." (Individual metacognitive knowledge); "I have to keep Ask the teacher. "(Strategy metacognitive knowledge) Dr protalk.
Therefore, the difference between outstanding students and students with learning difficulties lies in that the outstanding students' metacognitive strategies point to problem solving and have a positive guiding role in problem solving. Metacognitive knowledge of students with learning difficulties is mainly the self-evaluation of the task difficulty or pointing to give up doing the questions, to help solve the problem is not. The researchers believe there is a qualitative and quantitative difference between the metacognitive strategies of excellent students and those with learning difficulties. The reasons for this discrepancy are related to students' self-perception, self-confidence, attribution and motivation.
2. The Impact of Metacognition on Students' Learning
The impact of metacognitive regulation on student learning mainly manifests itself in the self-monitoring of student learning. It refers to students' active and conscious planning, checking, evaluating, feedback, controlling and regulating their own learning activities. In recent years, research on learning psychology and educational psychology shows that students 'self-monitoring of their learning is a major aspect of their ability to learn and is a key factor affecting students' academic performance.
The composition of student learning self-monitoring can be divided into eight aspects (Dong Qi and Zhou Yong) according to the process of learning. They are: planning, preparation, consciousness, method, implementation, feedback, remedy Sexual, conclusive. Among them, planning and preparation are the concrete manifestation of self-learning monitoring ability before the concrete learning begins. Consciousness, method and execution are the concrete manifestation of self-learning and monitoring abilities of students in the process of learning activities. Feedback, remedial Summarization is the concrete manifestation of students' self-learning ability of monitoring after the completion of learning activities,The new PolyU e Admission portal is a one-stop platform aimed at handling applications of university degree courses. With PolyU e Admission, the application process is refined into three simple steps.