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英国地产管理代写论文:元认知受益匪浅

研究结果还表明,元认知策略的大部分与学习者的英语成绩密切相关,学生可以从中受益匪浅。例如,尽可能经常地评估自己的学习策略和不足之处,有助于他们养成良好的学习习惯。有一个明确的目标和坚持预习和复习功课可以促进他们的学习。然而,笔者认为,与学习者的学习能力相关的最重要的事情是,他们是否可以集中在课堂上,更加勤奋学习。高和低分数的学生表现出相当不同的,由于他们使用元认知学习策略。优秀的学生比穷人更能掌握这些策略。他们可以利用规划,监测和评估,并知道如何制定一个有用的和灵活的学习计划,根据自己的情况。因此,为了提高低成就者的成就,教师可以教他们更多的元认知策略。事实上,它需要教师和学生的综合努力,以实现这一目标。从教师的角度来说,他们可以对学生有一个大致的了解,并根据他们的个别弱点提出一些建议。当然,学生应该尽力与老师合作。这样,学生就有了自己的一般知识,并知道如何充分利用所有的策略。最后,他们可以在短时间内取得巨大进步。它也可以发现,男性和女性学生使用所有这些策略,以同样的方式。不同性别的学习者在元认知策略使用上差异不显著。

英国地产管理代写论文:元认知受益匪浅

Research results also show that most of metacognitive strategies are closely related to learners’ English marks and students can benefit a lot from using of them. For instance, evaluating one’s learning strategies and deficiencies as often as possible can help them form a good habit of learning. Having a clear aim and insisting on previewing and reviewing their lessons can facilitate their learning. However, the author supposes the most important thing correlating with the learner’s learning proficiency is whether they can concentrate on the class and be more diligent in learning. High- and low-score students perform quite differently due to their use of metacognitive learning strategies. Excellent students can have a better command of all these strategies than the poor ones. They can take advantage of planning, monitoring and evaluation and know how to make a useful and flexible learning plan according to their own situation. Thus, in order to improve the low achievers’ achievements, teachers may teach them more about metacognitive strategies. Actually, it needs the teachers and the students’ integrated efforts to achieve this goal. From the aspect of the teachers, they can have a general knowledge of the students and then give them some advices in terms of their individual weak points in learning. Of course, students should try their best to cooperate with teachers. In this way, students will have a general knowledge of themselves and know how to make full use of all the strategies. Finally, they can make great progress in a short time. It can also be found that male and female students use all these strategies in the same way. There is no significant difference between learners of different gender in their using of metacognitive strategies.

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