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首页> 美国卫生研究院文献>Springer Open Choice >Computer-Supported Meta-reflective Learning Model via mathematical word problem learning for training metacognition
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Computer-Supported Meta-reflective Learning Model via mathematical word problem learning for training metacognition

机译：通过数学单词问题学习的计算机支持的元反射学习模型用于训练元认知

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To become a self-regulated learner, one needs to have a skill required to induce himself to comprehend their own cognition. In this paper, we provided a definition of Seed skill to become a self-regulated learner (S2SRL) as a basis terminology for developing our proposed framework, CREMA—Computer-Supported Meta-Reflective Learning Model via MWP in order to design an environment to encourage learners to use intrinsic comprehension of metacognitive questioning to acquire S2SRL in mathematical word problem (MWP) learning. To assess our proposed framework, we addressed these questions: (i) Can CREMA really support learner to gain S2SRL and (ii) How does it work in a practical environment? To answer these two questions, three classes of low performance students of grade 9 (total 101 students) were assigned into three different learning groups: (i) a group of students who learnt MWP with our proposed method by implementing CREMA, (ii) a group of students who learnt MWP in traditional method combining MetaQ—metacognitive questions and motivational statements, and (iii) a class of students who learnt MWP in traditional method. The result from our investigation showed that MetaQ played an important role in CREMA, while integrating computer and technology enhanced students’ learning sense and empowered methodology to facilitate learning objects in the implementation of CREMA to effectively support students to gain S2SRL in MWP learning.
机译：要成为一个自我调节的学习者，需要具备一种技巧，以诱导自己理解自己的认知。在本文中，我们提供了成为自我调节学习者（S2SRL）的种子技能的定义，以此作为开发我们提出的框架CREMA（通过MWP的计算机支持的元反射学习模型）的基础术语，从而设计一种环境来鼓励学习者使用元认知提问的内在理解来学习数学单词问题（MWP）学习中的S2SRL。为了评估我们提出的框架，我们解决了以下问题：（i）CREMA是否可以真正支持学习者获得S2SRL，以及（ii）在实际环境中如何工作？为了回答这两个问题，将三个班级的9年级低成绩学生（总共101名学生）分配到三个不同的学习组中：（i）一群通过实施CREMA使用我们建议的方法学习了MWP的学生，（​​ii）a结合了MetaQ（元认知问题和动机陈述）的传统方法学习MWP的学生群体；以及（iii）一类传统方法学习MWP的学生。我们的调查结果表明，MetaQ在CREMA中发挥了重要作用，而计算机和技术的集成增强了学生的学习意识，并赋予了强大的方法来促进CREMA实施中的学习对象，从而有效地支持学生在MWP学习中获得S2SRL。

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