基于工作学习的元认知技能提高教学模式的构建

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Hou Tiejun, Bung-on Sereerat, Penporn Thongkamsuk, Saifon Songsiengchai
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引用次数: 0

摘要

本研究的目的是:(1)研究影响元认知技能发展的因素;(2)建立基于工作学习的元认知技能提升教学模式;(3)比较使用工作学习教学模式前后学生的元认知技能。样本组为青海交通职业技术学院公路工程监理专业40名学生。本研究分三个阶段进行:影响元认知技能发展的因素研究、教学模式的建立、实验与改进过程。研究工具为影响大学生元认知技能发展的因素问卷、影响大学生元认知技能发展的因素访谈表、学生行为观察表、教学意见访谈表、教案访谈表和元认知技能测验。研究结果表明:(1)影响元认知技能发展的主要因素包括学习过程、环境、教师和学生;(2)基于工作学习的教学模式由四个核心部分组成:A)原则,b)目标,c)学习过程,d)结果,3)实施以工作为基础的学习教学模式后,学生的元认知技能得分高于实验前学生的元认知技能得分,差异有统计学意义(0.01水平)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Development of an Instructional Model based on Work-Based Learning to Improve the Metacognitive Skills
The objectives of this study were (1) to study the factors that affect the development of metacognitive skills, (2) to develop an instructional model for improving metacognitive skills based on work-based learning, and (3) to compare students' metacognitive skills before and after using the work-based learning instructional model. The sample group was 40 students from the highway engineering supervision major of Qinghai Communications Technical College. The research was conducted in three steps: studying the factors that affect the development of metacognitive skills, developing the instructional model, and the experimental and improvement process. The research instruments were a questionnaire about factors that affect the development of metacognitive skills, an interview form about factors that affect the development of college students' metacognitive skills, an observation form about student behavior, an interview form about opinions on teaching, lesson plans, and a metacognitive skills test. The study's results were 1) the main factors affecting the development of metacognitive skills include the learning process, the environment, the teachers, and the students, respectively, 2) the instructional model based on work-based learning was developed consisting of four core components: a) principles, b) objectives, c) learning process, and d) results, and 3) after the implementation of the instructional model based on work-based learning, the metacognitive skill scores of the students were higher than the metacognitive skills of the students before the experiment, with a statistical significance of 0.01 level.
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来源期刊
CiteScore
1.60
自引率
9.10%
发文量
13
审稿时长
14 weeks
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