小學生數學後設認知的培養

梁志強

Research output: Contribution to journalArticle

Abstract

隨著香港社會的發展,當前教育的目標己從知識傳遞轉變到「學會學習」。後設認知(又稱元認知)的發展是提升學會學習能力的一個重要策略。後設認知是指學習者在學習時對認知過程進行有意識的控制,是發揮「自知之明」的一種素質。數學教師若能設計合適的教學,掌握培養學生「後設認知」的策略和技巧,相信有助提升教學效能和發揮學生的積極性。本文將掌試提出一些建議,與同工分享,藉以引出更多討論,探討更多提升小學生數學後設認知的方法。
With the rapid progress of society, the main goal of education has changed from supplying students with content knowledge to fostering students’ learning ability. Metacognition has been regarded as an important component in advancing learning ability. It emphasizes individuals’ thinking about and regulation of their cognitive processes and it helps unleash one’s potential of self-awareness. Mathematics teachers can improve the effectiveness of instruction and bring into students’ initiative if suitable teaching and learning activities are designed to promote metacognition. This paper aims to arouse more discussion on effective teaching of metacognition by proposing a few strategies for developing primary school students’ metacognitive abilities in mathematics. Copyright © 2011 Department of Mathematics and Information Technology, The Hong Kong Institute of Education.
Original languageChinese
Pages (from-to)85-94
Journal數學教育期刊
Volume45
Publication statusPublished - Jun 2011

Citation

梁志強(2011):小學生數學後設認知的培養,《數學教育期刊》,45,頁85-94。

Keywords

  • 教學設計
  • 小學數學
  • 後設認知
  • Alt. title: Developing primary school students’ metacognitive abilities in mathematics