摘要
基于学生主体认知过程的分析,提出注意是参与学生主体认知过程的基础性部分,其有限性制约了认知的深度和水平;存在于不同学生头脑中的长时记忆中的知识是有差异的。因此,应该重视教学中的信息组织;关注认知主体的元注意并采用积极的元注意培养策略:充分暴露认知过程,适度心理干预,揭示学科内的趣味与价值。
Based on the analysis of students＇ cognitive process, the paper proposes that the attention plays a foundational role in the process and restricts the cognitive depth and level because of its confines. Moreover, the knowledge in students＇ long-term memories is definitely different. Whereas that, firstly the information organization during teaching process should be attached more importance to and organized elaborately. Secondly, some tactics should be applied for fostering students＇ meta-attention positively. Effort made in the both ways helps to improve the teaching effect and facilitate students＇ cognitive process.
出处
《集美大学学报（教育科学版）》
2010年第2期72-75,共4页
Journal of Jimei University：Education Science Edition
关键词
认知过程
信息组织
注意
教学策略
cognitive process
information organization
attention
teaching tactic
