Niigata Insitute of Technology >
20 紀要 = Departmental Bulletin Paper >
01 新潟工科大学研究紀要 = Bulletin of Niigata Institute of Technology >
|Title alternative ||:||Teaching-Learning Process and Metacognition|
|Authors ||:||橋本, 圭子|
|Issue Date ||:||Mar-2016 |
|Journal Title ||:||新潟工科大学研究紀要|
|Start Page ||:||197|
|End Page ||:||214|
|Abstract ||:||Metacognition plays important roles in the students’ academic achievement. This article
discusses some instruction methods and their effects on learning processes in terms of
metacognition based on recent reports concerning teaching-learning processes in a
Japanese classroom. In order to promote learners’ metacognitive process, the intervention in their strategy uses, particularly in their perceptions of the usefulness of the strategy, is often effective. Furthermore, researches indicates that the effects of metacognitive instructions vary with individual. Cooperative learning which emphasizes social interaction between students and their active behavior is also one of the effective learning methods from the point of view of metacognition. However, it becomes clear that teacher’s adequate guidance and intervention are crucial to optimize the students’ achievement throughthe cooperative process.|
|Type Local ||:||Departmental Bulletin Paper|
|Appears in Collections||:||01 新潟工科大学研究紀要 = Bulletin of Niigata Institute of Technology|
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