1)metaskills元技能
2)metacognitive skills元认知技能
1.Development Differences in Metacognitive Skills between High-achieved Students and Low-achieved Students;中学数学学困生与学优生元认知技能发展差异研究
2.The results of research showed that: (1) There were significant differences between higher achievers and lower achievers on metacognitive skills.通过控制课堂教学,对“题后反思”法的训练效果进行研究是很有必要的,由此得出:(1)数学学优生与学困生在元认知技能方面存在显著性的差异;(2)经题后反思的短期培训后,数学学困生在元认知技能方面有显著性的提高,但是与学优生的差异仍然显著。
英文短句/例句
1.Effects of Training on Lower-achievers Meta-cognitive Skill in High Schools;中学数学困难生的元认知技能干预效应研究
2.Metacognitve Skill Training by Reflection on Lower Achievers in High Schools;中学数学学困生题后反思的元认知技能培训
3.Development Differences in Metacognitive Skills between High-achieved Students and Low-achieved Students;中学数学学困生与学优生元认知技能发展差异研究
4.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。
5.Theory Analysis on Metacognition in Sports Skills元认知结构在运动技能中的理论分析
6.Study on the Effects of the Meta-cognition Ability on Motor Skill Learning;元认知能力对运动技能学习影响的研究
7.The Training and Investigation of Met Cognition in Middle School Information Technology Teaching;中学信息技术教学中元认知能力的调查和培养
8.The Research and Strategy of Fostering Students Metacognitive Capability in IT Courses;信息技术课堂中学生元认知能力培养策略研究
9.Meta-Cognitive Ability Inquisitiveness in Senior Information Technology Teaching高中信息技术教学中学生元认知能力培养探究
10.Training Metacognitive Knowledge and Skills to the Students with Learning Disabilities in the Mathematical Problem Solving;中学数学学困生问题解决中的元认知知识、技能培训
11.Research on Opening up High School Student Skill of Monitoring Metacognition in the Instruction of Mathematical Problem Solving;在数学解题教学中开发中学生元认知监控技能的研究
12.The Strategy of Fostering Students' Meta-cognitive Capability in High School IT Course高中信息技术课程中的学生元认知能力培养策略
13.Study on the Effects of the Metacognitive Study Strategies on Tennis Motor Skill Learning元认知学习策略对网球运动技能学习影响的实验研究
14.Effective Way of Improving Students Cognitive Ability in English Learning--Fostering of the Students Meta-cognitive Ability;英语学习提高认知能力的有效方式——元认知培训
15.Characteristics of On-Line Metacognitive Regulating Ability under Cognitive Context;认知操作背景下在线元认知调节能力的特征
16.Cultivating Senior 3 Students Meta-cognitive Abilities in Reviewing Chinese Course;高三语文复习中学生元认知能力培养
17.The Research on the Training for the First Cognition in Mathematics Teaching in Middle School;高中数学教学中元认知能力培养研究
18.The Research of the Trian of High School Students Meta-cognigation Ability;高中物理学习中元认知能力培养探究
相关短句/例句
metacognitive skills元认知技能
1.Development Differences in Metacognitive Skills between High-achieved Students and Low-achieved Students;中学数学学困生与学优生元认知技能发展差异研究
2.The results of research showed that: (1) There were significant differences between higher achievers and lower achievers on metacognitive skills.通过控制课堂教学,对“题后反思”法的训练效果进行研究是很有必要的,由此得出:(1)数学学优生与学困生在元认知技能方面存在显著性的差异;(2)经题后反思的短期培训后,数学学困生在元认知技能方面有显著性的提高,但是与学优生的差异仍然显著。
3)metacognitive skill元认知技能
1.Along with the internationalization of teacher education, the training of teachers metacognitive skills is considered as a new way to improve teacher s ability to teach.随着教师教育运动的国际化 ,教师元认知技能的培训已被视为提高教师教育教学能力的一个新途径。
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。
4)diversified skills examination多元化技能考核
1.Construction and implementation of diversified skills examination and model of evaluation in health assessment teaching;健康评估多元化技能考核与评价模式的构建与实施
5)skill[英][sk?l][美][sk?l]技能
1.The operation teaching of the basic skill of laparoscope;腹腔镜手术基本技能的实验教学研究
2.A survey of the satisfaction rate of patients for community nurses knowledge and skill;病人对社区护士知识及技能满意度的调查分析
3.Developing staff education and emphasizing skill training;发展职工教育,注重技能培训
6)Technique[英][tek'ni:k][美][t?k'nik]技能
1.Quantitative assessment of excellent male Sanda players techniques;优秀男子散打运动员技能量化评定初探
2.Objective Through carrying out effective skill-strengthening training,to promote nursing students to master basic nursing technique as quickly as possible.目的 进行有效的技能强化训练 ,促进护生尽快掌握护理基本操作技能。
3.In the course of the teaching of straddling vaulting horse,the principle and application of the technique transference have been noticed.从分腿腾越纵马的教学中分析了技能迁移的原理和运用,并用分解和完整教学法来进行示例,讨论了该原理的应用前景。
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。
