支持元认知培养的高职学习化评价模式研究  

A Study on Assessment as Learning Model for Higher Vocational College Supporting Metacognitive Cultivation

作　　者：冯珂[1] FENG Ke(Guangdong Agriculture Industry Business Polytechnic,Guangzhou 510507,China)

机构地区：[1]广东农工商职业技术学院,广东广州510507

出　　处：《广东农工商职业技术学院学报》2024年第3期75-81,共7页Journal of Guangdong Agriculture Industry Business Polytechnic

基　　金：广东农工商职业技术学院校级项目(XJYB202027)。

摘　　要：元认知是衡量学习者批判性思维与创造性思维的重要预测因子,也被作为重要的学习策略。为此,在高职课堂教学,尤其是学习评价中,教师要关注学生元认知的培养,以评价发展元认知。构建任务驱动、全程关照、多元维度的“2阶段~5环节”高职学习化评价模式,通过培养学生的元认知意识,提升学生的高阶思维能力。教学实践研究证明,学习化评价模式能够显著提升学生的任务知识、自我认知知识、学习策略知识等元认知知识,有效改善学生的元认知体验,逐步发展学生的计划策略、信息管理策略、调节策略等元认知监控能力。Metacognition is an important predictor of learners'critical thinking and creative thinking,and it is also regarded as an important learning strategy.In higher vocational classroom teaching,especially in learning evaluation,teachers should pay attention to the cultivation of metacognition,using evaluation to develop metacognition.To this end,the"two stages&five sessions"Assessment as Learning Model for higher vocational learning is constructed,which is task-driven,covering whole learning process and multiple dimensions,to improve students'high-order thinking ability by cultivating students'metacognitive awareness.Teaching practice research has proved that the model can significantly improve students'metacognitive knowledge such as task knowledge,self-cognition knowledge,learning strategy knowledge and other cognitive knowledge,effectively improve students'metacognitive experience,and gradually develop students'metacognitive monitoring abilities such as planning strategies,information management strategies and regulation strategies.

关 键 词：元认知 学习化评价 学习策略 

分 类 号：G642[文化科学—高等教育学]