Overcoming the misconceptions of metacognition and remote test sites 20 17 autumn.

Tianjin interactive platform for teacher recruitment and teacher examination summarizes that 80% of any batch of teacher recruitment examinations are basic questions, 10% medium questions and 10% difficult questions. Through the basic questions, it is unlikely to open the gap with other competitors, and what can be obtained needs to overcome problems. However, most of the problems in the teaching examination are comprehensibility or remoteness. There is no explicit mention of the remote question type in the examination syllabus, and it is not mentioned (except) in the major textbooks, but it will be inspected.

This paper will choose two remote test sites with a certain test frequency to help candidates break through quickly. More test sites can pay attention to online or test (jiaoshi688) micro-signal.

First, metacognition and its role

Meta-cognition is the cognition of cognition, and it is the individual's understanding of his own cognitive processes and the ability to adjust these processes. It has two independent but interrelated components: metacognitive knowledge and metacognitive monitoring.

Meta-cognitive knowledge is the awareness of skills, strategies and their sources needed to effectively complete tasks. Meta-cognitive knowledge includes three aspects: understanding the individual as a learner, understanding cognitive goals and tasks, and understanding learning strategies and their use.

Meta-cognitive monitoring is to use self-monitoring mechanism to ensure the smooth completion of tasks, manage and control cognitive behavior, and constantly monitor, control and adjust the ongoing cognitive activities of the subject as the object of consciousness throughout the cognitive activities.

(A) metacognitive strategies

Metacognitive strategy refers to students' effective monitoring of their own learning process. There are three kinds: metacognitive planning strategy, metacognitive monitoring strategy and metacognitive adjustment strategy.

Meta-cognitive planning is to plan various activities, predict results, choose strategies, come up with various methods to solve problems and estimate their effectiveness according to the specific objectives of cognitive activities before a cognitive activity. Metacognitive planning strategies include setting learning objectives, browsing reading materials, generating questions to be answered and analyzing how to complete learning tasks.

Meta-cognitive monitoring is to evaluate and feedback the results and shortcomings of cognitive activities in time according to cognitive goals, correctly estimate the degree and level of realizing cognitive goals, and evaluate the effects of various cognitive actions and strategies according to effectiveness standards. Metacognitive monitoring strategies include tracking monitoring and understanding monitoring strategies, that is, tracking attention during reading, asking questions about materials, monitoring one's own speed and time during exams, etc.

Metacognitive adjustment is based on the examination of the results of cognitive activities. If problems are found, take corresponding remedial measures, and correct and adjust cognitive strategies in time according to the examination of the effects of cognitive strategies.

Second, the nature of the wrong concept

Wrong ideas refer to the ideas that are contrary to scientific theories formed by learners in their daily life and past study. The wrong concepts are not only errors caused by misunderstanding or forgetting, they are often linked with learners' daily intuitive experience, closely linked with the whole cognitive structure, and rooted in a conceptual system that is incompatible with scientific theory.

(A) the concept of change and its process

The change of wrong ideas is the concentrated expression of the interaction between old and new knowledge and experience, and it is the influence and transformation of new experience on existing experience. Conceptual transformation is the process of triggering and solving cognitive conflicts. Cognitive conflict refers to the state that people feel confused, nervous and uncomfortable when the original idea conflicts with the new experience. In order to alleviate the pressure of cognitive conflict, people will try to establish a new balance by solving conflicts.

1. causes cognitive conflict

Cognitive conflict refers to the contradiction between people's original schema and newly felt events or objects. In the face of cognitive conflict, learners need to adjust new information or original schema to solve the conflict, which is an important basis for cognitive transformation and development.

Cognitive conflict can be divided into: (1) cognitive conflict in direct experience and cognitive conflict in indirect experience. (2) The conflict between the realistic concept and the potential concept. (3) tit-for-tat cognitive conflict and compatible cognitive conflict.

Causing cognitive conflict is of great significance in the process of concept transformation, because only by experiencing cognitive conflict can individuals feel the deficiency of the original concept and realize the necessity of replacing or adjusting the original concept. However, just triggering cognitive conflicts is not enough to change the concept, which depends on the specific ways and methods for learners to solve cognitive conflicts.

2. Resolution of cognitive conflict and concept transformation

There are many possible ways and means to solve cognitive conflicts. There are mainly these kinds:

(1) Reject new concepts directly or after careful analysis;

(2) Integrating new concepts in three possible ways: ① Mechanical memory; ② Concept replacement; 3 concept acquisition.

In order to promote the change of wrong ideas, teachers need to create certain situations to trigger students' cognitive conflicts. This can be done through experiments, demonstrations, etc. Let students see the facts contrary to their original understanding (counterexamples), or directly put forward new ideas contrary to their original understanding, thus triggering cognitive conflicts.

(B) factors affecting the change of ideas

1. Dissatisfaction with the original concept

Only when you feel that a concept has lost its function can you change the original concept. Individuals face the fact that the original concept (counterexample) cannot be explained, which leads to cognitive conflict and can effectively lead to dissatisfaction with the original concept.

2. Understandability of new ideas

Learners need to understand the true meaning of new concepts, not just literally, and need to connect all the fragments to establish an overall consistent representation.

3. Rationality of new ideas

Individuals need to see that new concepts are reasonable, which requires that new concepts are consistent with other concepts and beliefs accepted by individuals, rather than conflicting with each other, and they can be reintegrated together. This consistency includes: consistency with one's own epistemological beliefs; Consistent with other theories or knowledge; Consistent with your own experience; Consistent with your intuition. When an individual sees the rationality of a new concept, it means that he believes that this new concept is true.

4. The effectiveness of new ideas

Individuals should see the value of new concepts to themselves, solve problems that are difficult to solve in other ways, and show new possibilities and directions to individuals, which is enlightening. Validity means that individuals regard it as a better way to explain a problem.

The understandability, rationality and effectiveness of the concept are closely related, and its rigor is rising step by step. A certain understanding of the concept is the premise of seeing the rationality of the concept, and seeing the rationality of the concept is the premise of realizing its effectiveness. The above three states of a concept are not what the concept actually is, but the intelligibility, rationality and effectiveness that individuals see and realize, which is a meta-cognitive monitoring of the integration process of old and new information.

(C) Teaching strategies to change ideas

In order to promote the transformation of wrong concepts, teaching generally includes three links: one is to reveal and gain insight into students' original concepts; Second, it causes cognitive conflicts; Thirdly, through discussion and analysis, students can adjust their original views or form new ideas.

It is embodied in the following aspects: First, create an open and mutually acceptable classroom atmosphere; Second, listen and gain insight into the students' experience world; Third, trigger cognitive conflicts; Fourth, encourage students to exchange and discuss.