Metacognition 元認知

「學習如何學習」，是一組不管學生多大年紀，我們可以讓他們具備的最重要的技能以及認知。

尋求並成功地從事新的挑戰，從錯誤中學習和成長，並獲得新的技能和知識，都將是他們在學校內外成功至關重要的能力和心態。在帶領自我學習的最重要的一個環節觀念是：注意你的思緒以及學習過程。換句話說就是是，「認知你的認知」。

在教育的世界裡，我們稱這是「元認知」。但這個詞，總讓我們回想起古代哲學在談的事。

「元認知」這個字，在上世紀 1970 年代才被創造出來。但教育工作者已研究了它幾十年。

比如說，一百多年前的，教育哲學家約翰·杜威說：「我們從未從經驗中得到教訓」。

「我們從反思中吸取教訓」。從反思中，我們創造了大腦內在的對話。通常最重要的「學習」在此發生。

孩子們可以在很小的年紀就發展出元認知，但他們必須先培養自己的思維自我意識，而且從此與其他人不同。

此外，要能夠達到有效的元認知，通常要求一定的知識基底，但小小孩通常沒有。這意味著認知能力隨著時間的發展，可以經由適當指導和實踐大幅增長。

這就是教師可以起作用的時機。

元認知通常是指擁有兩個方面：

• 元認知知識：這是一個人的自己的思維意識和學習方法。
• 使用元認知知識：以控制和直接學習的行動的組成部分。

通過這種方式，學生能夠自我調節自己的學習，名為「元認知監管」。

後者這套技能，涉及：規劃、時間管理、監測和績效評估質量。

這一切都屬於「教導學生如何學習」一個關鍵元素：「自主學習」。

我們要為您介紹的元認知幾個方面、以及如何發展鼓勵它的課堂文化。然後，我們將提供一些有用的認知問題，學生可以開始問。

在我們開始之前，我們想請你記得，我們​​已經在本課程中學習到的學習原則。

請您花幾分鐘的時間來做到這一點。

我們需要在心中保持這些原則，當我們認為教學策略可以幫助我們的學生成為認知的學習者。

Now, let's begin to examine some ways to develop a classroom culture that supports thinking about thinking.

現在，讓我們開始審視一些方法來開發支持想著想著課堂文化。

The most important and perhaps obvious practice is to provide ample opportunities for students to reflect, both in and out of class.

最重要的也許是顯而易見的做法是為學生提供充分的反映的機會，無論是在類和淘汰類。

It's a good idea to talk with them about why you're having them reflect in various ways and what you see the benefits to be for their learning.

這是一個與他們談談你為什麼讓他們以各種方式反映和你所看到的好處，為他們的學習是一個好主意。

This habit of reflection goes hand in hand with formative feedback and closing the performance gap, as well as with growth mindset and effective effort.

反思這種習慣齊頭並進與形成反饋和關閉的性能差距，以及與成長的心態和有效的努力。

Recall from our previous sessions about feedback that having students do something with their feedback whenever possible is absolutely essential.

從我們以前有關反饋會議回想一下，讓學生做一些與他們的反饋信息盡可能是絕對必要的。

This expectation and practice of ongoing revision after reflection goes a long way in developing a metacognitive culture in your classroom.

這種反射後正在修訂的期望和實踐中去在課堂上開發一個認知的文化很長的路要走。

A sense of purpose is a powerful motivator for learners, and it helps them see why reflection can help them achieve classroom goals, especially if success criteria and standards are visible to all.

目的感是學習者一個強大的動力，並幫助他們了解為什麼反射可以幫助他們實現目標的課堂，尤其是成功的標準和標準是大家有目共睹的。

They should know where their going as they learn and why.

他們應該知道，他們的打算，因為他們了解為什麼。

Consistently involving students with assessment practices is important too.

一貫涉及學生與評估的做法也很重要。

Whenever possible, having students self-assess is particularly effective in encouraging metacognition since it requires ongoing reflection to be successful.

只要有可能，讓學生自我評估是在鼓勵元認知，因為它需要不斷的反思才能成功特別有效。

This means students are asking question like, "What did I do well? "What do I need to work on?" and "What do I do next?" Finally, a classroom rich in collaboration, with peer-assessment being an essential part of that, will involve students in reflecting on the thinking and work of others, which invariably impacts their own thinking.

這意味著，學生們都在問的問題一樣，“我做了什麼呢？”我需要什麼工作的？“和”我該怎麼做？“最後，教室裡含有豐富的合作，與同行的評估是一個重要組成部分這一點，將在反映別人，這不可避免地影響自己的思維的思想和工作涉及的學生。

The more we infuse our classroom cultures with opportunities for student reflection, the more we cultivate this habit in our students.

我們注入我們的教室文化與學生反思的機會越多，我們就越養成這種習慣在我們的學生。

We also signal to them that it's an important disposition to value.

我們也向信號他們它的價值的一個重要部署。

Next, I'd like to discuss some questions that students can ask to help create a culture of metacognition.

接下來，我想討論一些問題，學生可以要求幫助創造元認知的文化。

At the end of the day, metacognition is mostly about asking questions.

在一天結束的時候，元認知主要是關於問問題。

It's about creating an interior dialogue or a dialogue with others that makes students' thinking and actions more visible.

這是關於建立一個內部的對話，或與他人，使學生的思想和行動更加明顯了對話。

This allows them to examine and critique their behaviors.

這使他們能夠審視和評論他們的行為。

What follows are a few examples of metacognitive questions that students can ask themselves.

接下來是學生自己提出問題認知的幾個例子。

It's important that they practice these enough to eventually have the most important ones internalized to use without being prompted.

他們練習這些足以最終有內在而不被提示使用最重要的是很重要的。

The basic intention of all the questions that follow is that they encourage the learner to actively process what they're seeing or hearing, connecting the new information to already existing prior knowledge.

所有下面的問題，其基本意圖是，他們鼓勵學生積極處理他們看到或聽到的，連接新的信息已經存在的先驗知識。

Again, the learning principles we've been studying in this course about active learning, the role of prior knowledge, and thinking to learn will be important to keep in mind as you have students practice.

同樣，我們在這個過程大約主動學習，先驗知識的作用一直在研究，思考和學習的學習原則將是重要的要記住，你讓學生練習。

Let's begin.

讓我們開始。

Here is some questions to ask before engagement of a topic.

下面是一些問題的話題接合之前問。

They'll help students determine purpose and also activate prior knowledge.

他們會幫助學生確定目的，並可以激活先驗知識。

Why are we studying this? Why is this topic important? What do I already know about this topic? How does this topic relate to what we've previously studied? The next set of questions can be used during the engagement of a topic.

我們為什麼要研究這個？為什麼這個話題很重要？什麼我已經知道這個主題嗎？請問這個話題涉及到我們前面已經研究過？下一組問題可以話題的參與過程中使用。

These questions encourage students to actively process what they're encountering, linking it meaningfully to prior knowledge and more fully elaborating its meaning and the reasoning behind it.

這些問題鼓勵學生積極處理他們遇到什麼，意味深長地連接起來，先前的知識和更充分地闡述其含義和它背後的原因。

How can I connect this with what I already know? What questions do I have? What am I confused about? How does this work? What are the reasons or evidence being provided? Who's point of view if being represented? The following questions are meant to be asked after a topic has been engaged.

我怎麼能與我已經知道這個連接？我有什麼問題嗎？什麼是我感到困惑？這個怎麼用？什麼是所提供的理由或證據？誰的角度來看，如果被代表？下面的問題是為了一個話題一直從事後要問。

They're also intended to have students actively process what they've just learned and identify gaps in their learning.

他們還打算讓學生積極處理他們剛剛得知並確定他們的學習差距。

What were the most important ideas or concepts? What do I need to know more about? How has this changed what I know? How can I use this later? Of course, we can hope to have our students learn to ask all of these questions as a part of their metacognitive development.

什麼是最重要的想法或概念？我需要做什麼更多的了解？它又是怎樣改變了我所知道的？我如何使用這以後呢？當然，我們可以希望有我們的學生學會問所有這些問題，因為他們的認知發展的一部分。

So the key question for us to ask is, "Which ones would be most useful for "our students in the context of "our learning goals and classroom environment?" Our overall aim in developing metacognitive knowledge and self-regulation is for our students to become more aware of their strengths and weaknesses.

所以，我們要問的關鍵問題是，“哪幾個將是最有用的”我們的背景下大學生“我們的學習目標，課堂環境？”我們在開發元認知知識和自我調節的總體目標是為我們的學生更加了解自己的長處和短處。

In this way, we hope to have a lasting impact on their futures as growing and motivated lifelong learners.

通過這種方式，我們希望有自己的期貨不斷增長和積極的終身學習者產生持久的影響。