科教文汇
科教文彙
과교문회
The Science Education Article Cultures
2015年
28期
97-98
,共2页
数学阅读%阅读教学%元认知提问%策略
數學閱讀%閱讀教學%元認知提問%策略
수학열독%열독교학%원인지제문%책략
mathematical reading%reading teaching%meta-cogni-tive questioning%strategy
元认知是认知者对自己的思维或学习活动的知识和控制。数学阅读是一种元认知活动，在数学阅读教学中，运用元认知问题启发、引导学生阅读，使阅读具有明确的目标指向性和策略性，从而提高学生的阅读能力。本文分析了数学阅读中的认知问题与元认知问题；探讨了数学阅读教学中的“元认知提问”策略；提出了运用此策略进行阅读教学的“三原则四注重”建议。
元認知是認知者對自己的思維或學習活動的知識和控製。數學閱讀是一種元認知活動，在數學閱讀教學中，運用元認知問題啟髮、引導學生閱讀，使閱讀具有明確的目標指嚮性和策略性，從而提高學生的閱讀能力。本文分析瞭數學閱讀中的認知問題與元認知問題；探討瞭數學閱讀教學中的“元認知提問”策略；提齣瞭運用此策略進行閱讀教學的“三原則四註重”建議。
원인지시인지자대자기적사유혹학습활동적지식화공제。수학열독시일충원인지활동，재수학열독교학중，운용원인지문제계발、인도학생열독，사열독구유명학적목표지향성화책략성，종이제고학생적열독능력。본문분석료수학열독중적인지문제여원인지문제；탐토료수학열독교학중적“원인지제문”책략；제출료운용차책략진행열독교학적“삼원칙사주중”건의。
Meta-cognition is learners' knowledge and control of their own thinking or learning activities. Mathematical reading is a kind of meta-cognitive activity. In mathematical reading teach-ing, the use of meta-cognitive questions can inspire and guide students' reading and provide their reading with a clear objective and strategy, thus improving their reading ability. This paper an-alyzes the cognition issue and meta-cognition issue in mathemat-ical reading, explores the strategy of "meta-cognitive question-ing" in mathematical reading teaching, and proposes the "three principles and four key points"when using the strategy in reading teaching.
