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首页> 外文期刊>Industrial and organizational psychology >Strategies of Metacognition Based on Behavioural Learning to Improve Metacognition Awareness and Mathematics Ability of Students
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Strategies of Metacognition Based on Behavioural Learning to Improve Metacognition Awareness and Mathematics Ability of Students

机译：基于行为学习的元认知策略提高学生元认知意识和数学能力

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摘要

This study aims to develop student metacognition strategies based on behavioural learning in improving the mathematical abilities of students of mathematics education. There are two components developed in this study, namely: (1) Development of strategies to foster student metacognition based on behavioural learning, and (2) Development of learning tools consisting of: (a) test and search interview guidance levels or levels of student metacognition, and (b) test students' mathematical abilities. The stages of developing this learning model refer to the four stages of developing a model known as the 4-D model, namely define, design, develop, and disseminate. Based on the process of developing the model, the following behavioural-based metacognition models/strategies were established. (1) Selection of learning approaches using a cooperative approach of Think Pair Share (TPS) type. (2) Studying lecture material by discussing with their partners. (3) Presenting lecture material by group members appointed in turn in front of the class. (4) Member response another group of material offerings from the presenter group. and (5) Giving a summary or affirmation of the material as well as positive reinforcement and negative reinforcement.
机译：本研究旨在基于行为学习提高数学教育学生数学能力的基于行为学习的学生元记识策略。本研究中有两个组成部分，即：（1）基于行为学习的促进学生元认知的策略的发展，（2）由：（a）测试和搜索面试指导水平或学生水平的发展元认知，（b）测试学生的数学能力。开发该学习模型的阶段是指开发称为4-D型号的型号的四个阶段，即定义，设计，开发和传播。基于开发模型的过程，建立了以下基于行为的元记高模型/策略。 （1）使用思想对共享（TPS）类型的合作方法选择学习方法。 （2）通过与合作伙伴讨论来研究讲座材料。 （3）按班级委任的小组成员展示讲座材料。 （4）会员响应Spepler Group的另一组材料产品。 （5）对材料的摘要或肯定以及积极的加固和负强化。

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