【摘要】 元认知理论为人们全面深入理解学习不良问题提供了一个新视角,它对理解学习不良儿童的内部加工问题和发展提高学业成绩的教学方法都具有重要意义。元认知是个体在学习过程中主动控制认知过程的高层次思维,它包括两类成分:一类是静态成分,分为知识和动机信念;另一类是动态成分,主要指元认知监测和控制。与一般儿童相比,学习不良儿童在元认知加工方面存在不同程度的缺陷;在具体学科领域,学习不良儿童静态和动态元认知成分也有不同的表现。对学习不良儿童的研究应以服务教育实践为目的,打破纯实验研究的范式,采用不同方法,从不同角度探讨学习不良儿童的元认知发展规律和作用机制。更多还原

【Abstract】 The theory of meta-cognition provides a new perspective for people to have an all-round and in-depth understanding of children with learning disabilities and this theory is very significant for studying the issue of inner processing of children with learning disabilities and for developing teaching methods for improving their academic achievements. As a kind of high-level thinking activity in which the individual learner has an active control over the learning process, meta-cognition consists of two categories of contents: static elements such as knowledge, motivation and belief, and dynamic elements such as supervision and control. Compared with ordinary children, those children with learning disabilities suffer varied defects in the processing of meta-cognition. Similarly, they behave differently in terms of static elements and dynamic elements for meta-cognition in the fields of specific subjects. Therefore, the study of children with learning disabilities should serve educational practice by means of breaking through the pure model of experiment-based study and adopting different methods to analyze the objective laws and functional mechanism of the meta-cognitive development of children with learning disabilities.更多还原