ISSN 0439-755X
CN 11-1911/B
主办：中国心理学会
　　　中国科学院心理研究所
出版：科学出版社

心理学报 ›› 1997, Vol. 29 ›› Issue (2): 166-171. cstr: 32110.14.1997.00166

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CAI下小学低年级学生的学习控制水平与元认知监控水平的关系

刘儒德   

  1. 北京师范大学心理系
  • 发布日期:1997-06-25 出版日期:1997-06-25

TUDY ON THE RELATION BETWEEN THE LEVEL OF CAILEARNING CONTROL AND METACOGNITIVE MONITOROF 3rd. GRADE PUPILS

Liu Rude (Psychology Department, Beijing Normal University, 100875)   

  • Online:1997-06-25 Published:1997-06-25

被引次数

10

摘要： 对５８名小学三年级学生在ＣＡＩ（计算机辅助教学）下自学加法法现（规则学习）以及应用法则进行简便计算（技能学习）时学生学习控制水平（即选择学习内容和控制学习步调的适当性）与元认知监控水平（即对自己学习效果进行评价的准确性）之间的关系进行了探讨。结果表明，（１）在规则学习中，ＣＡＩ学习控制水平与元认知监控水平之间不存在显著性相关，但在技能学习中，两者之间存在显著性相关；（２）规则学习的学习控制水平显著高于技能学习。（３）ＣＡＩ学习控制水平和元认知监控水平两者与学生的学习成绩和时间两者不存在显著性相关。

关键词: 元认知监控, 学习控制, 规则学习, 技能学习

Abstract: This experiment studied the relationship between the level of learning control (the adequacy of selecting learning content and controlling pace) and the level of metacognitive monitor (the accuracy of judging one's own learning effectiveness) when 58 3rd grade primary school pupils learned addition rules (rule learning) and used them for computing (skill learning) in CAI condition. The results showed, ( 1)in rule learning, there was significant relationship between the level learning control and metacognitive monitor, but in skill learning, there was no significant relationship be- tween them; (2) level of learning control in rule learning was significantly higher than in skill learning: (3)there was no significant relationship between learning control or metacognitive monitor and achievement.

Key words: learning control, metacognitive monitor, rule learning, skill learning