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首页> 外文期刊>International Advances in Economic Research >Reading, Reflecting, and Relating: A Metacognitive Approach To Learning
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Reading, Reflecting, and Relating: A Metacognitive Approach To Learning

机译：阅读，反思和联系：学习的元认知方法

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摘要

Implementation of a simple metacognitive activity (reading reflections) in our courses has resulted in significant improvements in the frequency and depth of student reading and course performance. In an increasingly complex and interconnected world, it is ever more important that students develop intellectual and practical skills for lifelong learning. Intentional, or expert, learners are more purposeful, they are more aware of themselves as learners, and they "take the initiative to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies, and evaluate learning outcomes" (Savin-Baden and Major, Foundations of Problem-Based Learning, 2004).
机译：在我们的课程中实施简单的元认知活动（阅读思考）已导致学生阅读频率和深度以及课程成绩的显着改善。在一个日益复杂和相互联系的世界中，培养终身学习的智力和实践技能变得越来越重要。有意或专家的学习者更有目标性，他们更了解自己作为学习者，并且“主动诊断他们的学习需求，制定学习目标，确定学习资源，选择和实施学习策略以及评估学习成果”（Savin-Baden和Major，“基于问题的学习的基础，2004年”）。

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