基于元认知策略的《Java程序设计》课堂教学研究  

A Study of the Classroom Teaching of“Java Program Design”Based on the Metacognitive Strategy

作　　者：王明芳[1] 

机构地区：[1]无锡工艺职业技术学院,江苏宜兴214206

出　　处：《教育理论与实践（学科版）》2015年第2期52-53,共2页

基　　金：无锡工艺职业技术学院院级课题<基于现代教学理论的高职课堂教学有效性研究>(课题批准号:57201307)的研究成果

摘　　要：在《Java程序设计》课堂教学中应用元认知策略,可从三个方面着手:一是确定学习目标,依托《Java程序设计》中的实际项目,画出并展示工作任务流程图,分析完成任务的工作过程;二是分析教学对象,确定学习者的学习起点,列出教学事件,分析教学事件与《Java程序设计》课堂学习过程的关系;三是跟踪和监控学习进展,发现和反馈存在的问题,调节和矫正学习行为,保持和迁移学习成果。The application of the theory of metacognitive strategy to the classroom teaching of＂Java Program Design＂can be carried out in such three aspects as firstly setting the study goals and relying on the actual project of＂Java Program Design＂to draw and display the task flow chart and analyze the working process after completing the task; secondly analyzing the teaching object to determine the starting point of a learner in learning and listing the teaching events to analyze the relationship between the teaching events and ＂Java Program Design＂learning in classroom; thirdly tracking and monitoring the progress in learning to discover and give feedback on problems, adjust and correct the learning behavior, keep and transfer the learning outcomes.

关 键 词：元认知策略 《JAVA程序设计》 课堂教学 有效性 

分 类 号：G642.0[文化科学—高等教育学]