摘 要:让学生学会学习,是我国当前新课程改革的重要目标之一。为达到这个目标,教师不仅仅需要传授给学生学习方法,更重要的是培养其元认知能力,以便学生能真正掌握并实际运用这些学习方法。元认知包括元认知知识、元认知体验、元认知监控三部分内容,是“对认知的认知”。学习者要根据学习的目标,对自己的学习心理、学习行为不断进行自我监控、自我评价和自我调节,从而有效地提高学习效果。
本研究以元认知理论为指导,根据生物教学和课堂学习的基本规律,制定了元认知训练的操作程序:帮学生了解元认知,转变学习观念;助学生运用元认知,提高学习效率;促学生反思元认知,真正学会学习。具体采取了以下八项训练方法:①增加元认知知识,②提高元认知监控意识,③训练计划策略,④生物笔记学习法,⑤认知策略训练,⑥探究教学,⑦自我预测分数,⑧积极归因训练。
本实验选取石家庄市第二十七中初二两个班作为研究对象,考察元认知训练对学生的生物课成绩,对生物课程的学习兴趣以及学生的自我监控学习能力。在一学期的元认知训练之后,研究者采取问卷和测验形式对训练效果进行了检测。结果表明:(1)元认知训练能显著提高学生的生物学业成绩,但对不同层次的学生影响不同:对中等生、学困生的影响最为显著,对优等生的影响不明显。(2)元认知训练对提高学生生物学习的兴趣有一定的效果,但效果未达到显著。(3)元认知训练能有效提高学生的自我监控学习能力,主要体现为学生在计划性、执行性、总结性、方法性四个维度方面有极显著提高,在准备性、反馈性两个维度方面有显著提高。
实验表明,在中学生物教学中进行元认知训练是可行的和有效的。用元认知理论来指导学生的学习,可提高学生的自我监控学习能力,是解决“如何教会学生学习”这一问题的关键所在。因此,教师应在教学中有目的、有意识地对学生进行元认知训练,重视学生元认知知识的获取、元认知过程的体验调节和元认知监控能力的提高,从而使学生真正学会学习。
关键词: 元认知 元认知训练 生物教学 自我监控学习能力
Abstract :To make students learn how to learn is one of the major tasks of the present teaching reforms in China. In order to achieve it, teachers should not only tell the students which learning strategies are existing, more important, they must train students’ metacognitive ability. In this way, students can really grasp the learning strategies and apply them. Metacognition was defined as “the cognition of ongoing cognitive activities ”,which included three components: metacognitive knowledge, metacognitive experience and metacognitive monitoring. In accordance with learning goals, the learners continually carry on self-monitoring, self-evaluation and self–regulation. In an effect, Learning efficiency will be enhanced.
This research was guided by the theory of metacognition. Learning strategies were presented to the students and metacognition training was conducted. Based on the general principles of teaching and learning biology, the researcher put the theory of metacognition into teaching practices and worked out a training process: To help students understand metacognition and adjust their view of learning; To assist students in applying their metacognitive knowledge; To lead students introspecting metacognition and learning “how to learn”. The following 8 procedures were carried out: ① introducing metacognitive knowledge, ② developing the consciousness of metacognitive monitoring, ③ training of the ability in planning the learning process, ④ learning by making notes, ⑤ training of metacognitive strategies, ⑥Inquiring learning,⑦ test marks self-estimating, ⑧ training of positive attribution.
The training was applied to two classes of Students from the grade 2 of the No. 27 Junior Middle School in Shijiazhuang. The following aspects were investigated: students’ performance in biology, their interests in learning biology, and their ability on self-monitoring learning. After a semester of training, questionnaires were used to examine the effects of this training. The results showed: 1) The metacognition training was able to promote the students’ performance in biology. However, the promotion varied according to the levels of the students: average and below-average students benefited substantially from the training, while the influence on the best students were minor. 2) Students’ interests in Biology was developed to a certain degree, but the effect was not significant. 3) The training could successfully improve students’ ability on self-monitoring learning. This was demonstrated by the substantially strong effects on factors “ability to plan, to apply, to summarize, to use strategies”, and by the strong effects on factors “ability to prepare and to make feedback”.
This research proved the applicability and the effectiveness of metacognition training in the practice of biology teaching in middle schools. To develop students’ capability on self-monitoring learning is one of the key methods to achieve the goal that students should master “the genuine way to learn”. Therefore, teachers are suggested to carry out metacognition trainings in their teaching practices, to help students acquiring metacognitive knowledge, regulating learning processes and developing abilities of self- monitoring.
Key words: metacognition, metacognition training, teaching biology, the ability of self-monitoring learning.
第一部分:问题的提出
全球化的终身教育、终身学习思潮让人们感觉到:学习不再仅仅是一种谋取职业和提高社会地位的手段,学习逐渐变成了人们生命中不可缺少的一种需要。为顺应时代潮流,我国新一轮的基础教育课程改革已在世纪之交启动。新课程改革强调在教学过程中处理好传授知识和培养能力的关系,注重培养学生的独立性和自主性,使获得基础知识与基本技能的过程同时成为学生学会学习的过程,为学生日后的发展奠定良好的基础。
然而在实际教学中,常有许多学生学习被动、学不得法。例如,每学期初学生们大都有良好的听课状态,一个月后就常常会出现部分学生跟不上教师教学进度的情况。为解决这一问题,笔者曾尝试在教学中讲授那些被证明是有效的、具体的学习方法。通过观察发现,刚开始学生们还可以按要求运用这些学习方法,但后来能够坚持的人越来越少,“绩差生”的数量也没有明显减少。也就是说,这些良好的学习方法并没有使学生明显获益。
元认知理论认为,对学生来说,了解到高效的学习方法,并不一定能保证他们取得好的学习效果。在实际的学习过程中,学生还要学会根据学习内容、学习任务的变化而灵活地选用恰当的学习方法和策略。这种能力体现了其元认知水平的高低。
对于元认知的研究和探索,目前有许多国家的心理学家、教育工作者正在进行,并取得了很多有价值的研究成果。1990年,Swanson证实了元认知能力并不等于一般认知能力或能力倾向。也就是说,在基础知识水平相同而学习能力不同的两类学生之间,造成他们学习能力差异的原因是元认知水平的不一致。我国心理学家董奇先生的实验也表明:结合阅读教学所进行的元认知训练,结果明显地改善了儿童在阅读方面的元认知水平,而且还由于他们自觉或不自觉的迁移,提高了他们对其它学习活动(如数学、作文、外语等)的监控和调节水平。因此,要提高教学效率与质量,发展学生的终身学习能力,关键在于教师从认知活动的自我意识和自我控制方面着手训练学生,帮助学生提高元认知水平,使学生能对自己的学习过程进行积极地监控和调节,从而优化学习过程,真正学会学习。
但是在生物教学中,有关元认知训练的研究相对于其他学科要少得多,关于初中生物教学的就更少了。已有的生物学科元认知研究或者涉及教学的某一环节,或者只探究了某一种教学模式,多数与课堂教学实践结合的不够紧密。本实验就是基于这种不足而进行的,其目的是以元认知为理论生长点,在借鉴前人研究成果的基础上,结合自身教学经验,在初中生物教学过程中设计可操作的元认知优化训练方案;以期在不增加学生额外负担的前提下,引导学生掌握元认知知识,增强元认知体验,提高元认知监控能力。