1)metacognitive experience元认知体验
1.Furthermore it analyses the roles that metacognitive knowledge,metacognitive experience and metacognitive regulation and control have played during the process of job-hunting of graduates.本文主要从元认知思想的产生、元认知的概念及结构要素等方面进行叙述,概述了元认知知识、元认知体验、元认知调控在大学毕业生求职活动中的作用,并结合大学毕业生在求职中出现的种种心理问题,提出了有效的元认知过程有助于促进大学毕业生的求职。
2.Based on the analysis of relevant ideas, metacognition was defined as "the cognitive regulation of the ongoing cognitive activities", which included hoe components: metacognitive knowledge, metacognitive experience, and metacognitive skill.文章首先对已有的相关观点进行了分析，在此基础上，将元认知的内涵界定为“个体对当前认知活动的认知调节”，并确定了元认知活动的三要素，即元认知技能、元认知知识、元认知体验，论述了每一要素在元认知活动中的作用，并以元认知三要素关系示意图描述了三者之间的关系。
英文短句/例句
1.Mete-cognition in English reading involves in three clements: mete-cognitive knowledge, meta-cognitive experience and mete-cognitive monitoring.英语阅读理解中的元认知包括三个构成要素：元认知知识、元认知体验和元认知监控。
2.On Metacognition and Teaching of Experience English Writing元认知与“体验英语写作”教学的研究
3.Meta - cognition----New development of cognition theory of physical education;元认知——体育教学认知论研究的新发展
4.Experimental researh on the Metacognition Training in Chemistry Experiment Teaching.;高师化学实验教学的元认知实验研究
5.Experimental Research on the Pedagogic Effect of Metacognition Monitoring in the Volleyball Curriculum of PE Education Major;元认知监控在体育教育专业排球普修课中教学效果的实验研究
6.Primary Construction of Sports Mega-cognition Theory and Its Assume of Experimental Research Under Sports Situation;运动元认知理论体系的初步构建及在运动情境中实验研究的设想
7.Experimental Research on Cultivation of Metacognition of Senior High School Students Through Geography Teaching;高中地理培养学生“元认知”的实验研究
8.Researches on High School Students Mathematical Cognition Training in Classroom Environments;高中数学元认知的课堂干预实验研究
9.Metacognition included metacognitive knowledge and metacognitive monitoring skills.元认知包括元认知知识和元认知监控技能。
10.On Application of Metacognition in Multimedia English Lisening Class元认知理论在多媒体听力课中的应用
11.Research on "Do-As-One-Please" Games and the Development of Children s Meta-cognition;本体性游戏与幼儿元认知发展的研究
12.Metacognitive Ability under Multimedia English Teaching Model英语多媒体教学模式下的元认知能力
13.Metcognition Teaching Studies of Basic Common Sports Course to the Experiment that College Students Society Acclimatization Affects;公共体育课程的元认知教学对大学生社会适应能力影响的实验研究
14.An Experimental Study of Meta-cognitive Strategy Training in Senior High Extra-curricular English Reading;高中英语课外阅读元认知策略培训的实验研究
15.Experimental Research on the Training of Students Chinese Reading Metacognition Who Are in Grade Two in Junior Middle School;初二学生语文阅读元认知培养的实验研究
16.A Study of Metacognitive Reading Strategy Training for Vocational College Students;高职英语阅读元认知策略训练的实验研究
17.An Experimental Study of Reading Metacognitive Strategy Training for Junior Middle School Students;初中生阅读元认知策略训练的实验研究
18.An Experimental Research on Metacognition Control in High School Students Studies;元认知监控在高中生学习中的实验研究
相关短句/例句
metacognitive experiences元认知体验
1.This study attempts to examine the nature,components and characteristics of metacognitive experiences in EFL writing.元认知体验是指伴随认知活动而产生的有意识的认知体验和情感体验。
3)mathematics meta-cognitive monitoring数学元认知体验
4)embodied cognition体验认知
1.These cognitive thoughts are cultivated in an attempt to demonstrate the role of embodied cognition in linguistic research, and come to a deeper understanding of the.这些语言哲学思想与当今认知语言学所倡导的体验认知观相契合,对于进一步认识和把握语言研究的认知路向或发展轨迹,揭示语言构筑的心智体验属性具有启示意义。
5)Cognitive Embodied Philosophy认知体验
1.Besides,in light of Cognitive Embodied Philosophy,the author offers some critical observations in terms of input-output balance to achieve a better understanding of text recitation in practice.此外,为了全面理解和有效使用背诵输入策略,笔者从语言的认知体验视角就语篇背诵过程中输入—输出的互动平衡关系提出了三点批评性建议,以期EFL学习者能通过合理的认知操作,降低情感过滤,促进其语言能力和言语能力的同步发展。
2.The traditional literacy practice of copy-featured text recitation affects students\' learning efficiency while the integration-oriented text recitation can help to raise students\' learning efficiency because the latter encourages learners to have effective interactions between their personal discourse and targeted input text by making use of the vision of the cognitive embodied philosophy."生成式"背诵输入学习模式借鉴语言学习的认知体验视角,鼓励EFL学习者体验个体经验话语与目标输入文本的有效互动,从而提高学习效率。
6)metacognitive experience元认知经验
延伸阅读
元认知 指对个人认知活动的认知。例如在教学心理学中常提到"学习如何学习"，指的就是这种次认知。但作为一个明确的概念,还是近年来才出现在认知心理学中。认知同元认知的区别，正如学习同"学习如何学习"的区别一样。一个人的脑子里装有某些知识是一回事，这些知识在需要的时候是否能得到利用是另一回事；具有某种技能和应用该技能也是两回事；改进作业和对作业改进的了解也是两回事。随着对元认知作用的认识和研究的发展，元认知技能的训练开始被列为教学的明确目标之一。 元认知的作用大体包括3方面 ①元认知知识。包括有关人类思维过程的知识,其中有3种相互起作用的因素：人（认知的主体）、任务（特点和难易）和策略（多种认知方法的相对优劣）。②元认知体验。对自己认知作业中某些方的自觉体验，如"知的感觉"和"不知的感觉"等体验。③元认知技能。如核对、计划、提问、自我测试和监控自己的操作；在解决问题前向自己和别人提问以确定是否认识了问题；把答案和现实加以对照，不管是否"答对"，只看是否"合理"；检查解决问题的企图是否有效，是否应继续努力。元认知技能还包括怎样选择一种适宜的策略去解决特定的问题，怎样评定一个人对有关作业的知识水平，怎样检查作业的成绩，获得更多的知识等等。有证据说明，这些技能是可以教给学生的，学生也是可以学会的。 元认知作用体现为对认知活动的监控，它是在儿童发展过程中逐步形成的，在心理发展和教育心理方面有重要的意义。
