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从认识论角度来看,教学过程是学生的主动认知过程,教师在这一过程中所实施服务策略的及时性和有效性,决定了教育能否为每一个学习者提供更多的发展可能。本文重点探讨了教师如何在元认知机制下优化自身的服务策略,以满足学生成长和发展的需要。从元认知知识的角度来看,教师要重视学习者对语言学习的认知因素和情感因素的认知;从元认知体验的角度来看,要充分发挥学习情境在二语习得的元认知知识和认知调节之间、元认知活动和认知活动之间的中介作用;从元认知监控的角度来看,教师要根据元认知知识及其体验,对二语习得过程中的认知活动进行积极的、及时的监控以达到预定目标。
From an epistemological point of view, the process of teaching is the process of students’ initiative cognition. The timeliness and effectiveness of service strategies implemented by teachers in this process determine whether education can provide more development possibilities for each learner. This article focuses on how teachers can optimize their service strategies under metacognitive mechanisms to meet the needs of student growth and development. From the perspective of metacognitive knowledge, teachers should pay attention to learners’ cognition of cognitive and affective factors of language learning. From the perspective of metacognitive experience, it is necessary to give full play to the learning context in second language acquisition Between metacognitive knowledge and cognitive adjustment, and between metacognitive activity and cognitive activity. From the perspective of metacognitive monitoring, teachers should learn the second language based on metacognitive knowledge and experience In the process of cognitive activity in a positive and timely monitoring in order to achieve the intended goal.