元认知策略对学生化工分离工程课程学习的影响  

The Influence of Metacognitive Strategy on Students’ Learning of Chemical Separation Engineering Course

作　　者：樊晓芳[1] Fan Xiaofang(Anyang Institute of technology,Anyang 455000,China)

机构地区：[1]安阳工学院化学与环境工程学院

出　　处：《广东化工》2019年第24期116-117,共2页Guangdong Chemical Industry

摘　　要：结合化学工程与工艺专业化工分离工程学生学习过程中遇到的问题,采用元认知策略教学法对化工分离工程专业课教学进行了探讨。能高效调动学生资源,突出学生主动学习对教学效果的巨大影响。采用学生主动提供探讨化工分离问题与教材上例题相结合的方法达到培养学生学习主动性的目的,有利于学生利用元认知知识来决定在独立情况下选择或改变策略,逐步培养为成功的学习者。Combined with the problems encountered in the learning process of chemical separation engineering students majoring in chemical engineering and technology, the metacognitive strategy teaching method is adopted to discuss the teaching of chemical separation engineering. It can effectively mobilize students' resources and highlight the great influence of students' active learning on teaching effect. In order to achieve the purpose of cultivating students' initiative in learning, the method of combining students' initiative to explore the problem of chemical separation with examples in teaching materials is adopted, which is helpful for students to make use of metacognitive knowledge to decide to choose or change strategies in an independent situation and gradually cultivate successful learners.

关 键 词：分离工程 学习主动性 化学工程与工艺 元认知策略 

分 类 号：G642.0[文化科学—高等教育学]