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金晓冬 《宁波工程学院学报》2013,25(1):10-15
学生自我评价是学生对自身知识,行为和理解的评价监控活动,是自主学习过程中不可或缺的一环。本文在学习能力自我评价相关理论研究的基础上,剖析学习者自我评价的元认知结构和认知过程,提出自我评价动态过程模型,讨论其在培养学生自我评价能力中的可行性以及对教学的启示。 相似文献
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Adel M. AginaAuthor Vitae 《Computers in human behavior》2011,27(3):1118-1128
The present study was conducted to explore the effect of the absence of the external regulators on children’s use of speech (private/social), task performance, and self-regulation during learning tasks. A novel methodology was employed through a computer-based learning environment that proposed three types/units of encouragement with only two sequences of instructional conditions, Verbal-Gesture-Silent (VGS) versus Silent-Gesture-Verbal (SGV). The Knowledge of response (KR) was applied as: verbal KR feedback with verbal encouragement during the verbal unit, visualization-representation of KR without verbal encouragement during the gesture unit, and no KR feedback without any encouragement during the silent unit. Three measurements were used: speech analysis, novel criteria to measure self-regulation and task performance, and a computer-based friendly chat questionnaire to measure children’s satisfaction. Forty preschool children were divided by their teachers between the two conditions equivalently. It was hypothesized that children in the VGS condition were more speech productive, manifested higher self-regulation, task performance, and satisfaction. The results showed significant differential effect on the speech intensity and manifested self-regulation with no significant differential effect on task performance and satisfaction during learning tasks. However, the results were not confirmed Vygotsky’s view as it were supported (neutralizing, at best) to Piaget’s view of self-regulation development. 相似文献
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