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Title :教授学習過程とメタ認知
Title alternative :Teaching-Learning Process and Metacognition
Authors :橋本, 圭子
Publisher :新潟工科大学
Issue Date :Mar-2016
Journal Title :新潟工科大学研究紀要
Volume :20
Start Page :197
End Page :214
ISSN :1342-792X
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.
Keywords :metacognition
teaching-learning process
metacognitive strategy
cooperative learning
Type Local :Departmental Bulletin Paper
Language :jpn
URI :http://hdl.handle.net/10623/63693
Appears in Collections:01 新潟工科大学研究紀要 = Bulletin of Niigata Institute of Technology

Please use this identifier to cite or link to this item: http://hdl.handle.net/10623/63693

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