摘要
物理解题的过程是解题者认知和元认知共同参与的过程.“一听就懂、一做就错”是学生物理解题中存在的普遍现象,一个重要的原因是学生解题元认知能力的欠缺.培养和发展学生物理解题元认知能力要从“知识”“体验”“监控”和“显性化”等关键词上做文章.
The process of solving a physics problem is a process involving both cognition and metacognitmn. ＂Understand quickly but mistaken easily＂ is a common phenomenon among students when solving physics problems. One of the main reasons is the lack of metacognitive skills. To educate and develop studentsp metacognitive skills, instructors shall apply strategies focusing on knowledge, experience, monitoring, and explication.
出处
《物理通报》
2017年第6期121-124,共4页
Physics Bulletin
基金
江苏省教育科学“十一五”规划课题立项项目“高中理科教师教育行动研究的现状与对策研究”后续成果,项目编号:D/2008/01/122
南京晓庄学院教学改革研究项目“中学物理习题和习题教学研究”阶段成果,项目编号:4145017
关键词
元认知
元认知能力
显性化培养
物理解题
metacognition
metacognitive skills
explicit training
physics problem solving
