本系列英文內(nèi)容來自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻譯是自己練習(xí)，如有發(fā)現(xiàn)不妥請(qǐng)批評(píng)指正！
Metacognition
元認(rèn)知
Learning how to learn is one of the most important sets of skills and understandings that we can equip our students with no matter their age.
學(xué)習(xí)如何學(xué)習(xí)是最重要的技能和理解之一，我們可以裝備起任何年齡的我們的學(xué)生。
The ability and mindsets to seek and successfully engage in new challenges, to learn from mistakes and grow, and to acquire new skills and knowledge will all be crucial to their success in school and beyond.
尋求并成功地參與新挑戰(zhàn)，從錯(cuò)誤中學(xué)習(xí)和成長(zhǎng)，獲得新技能和知識(shí)的能力和思維方式對(duì)于他們?cè)趯W(xué)校及其他領(lǐng)域的成功都至關(guān)重要。
One of the most important aspects of being able to lead your own learning is being aware of your thoughts and learning processes, in other words, to actually think about your thinking.
能夠領(lǐng)導(dǎo)自己學(xué)習(xí)的一個(gè)最重要的方面就是意識(shí)到自己的想法和學(xué)習(xí)過程，換句話說，就是實(shí)際思考自己的想法。
In the world of education, we call this metacognition.
在教育領(lǐng)域，我們稱之為元認(rèn)知。
But it's an old idea that harkens back to the ancient philosophers.
但這是一個(gè)古老的想法，回歸古代哲學(xué)家。
The word metacognition was coined only in the 1970s, yet educators have been studying its learning import for decades.
metacognition這個(gè)詞只是在20世紀(jì)70年代才創(chuàng)造出來的，然而教育工作者幾十年來一直在研究它的學(xué)習(xí)。
For example, educational philosopher John Dewey said over a century ago, "We do not learn from experience.
例如，教育哲學(xué)家約翰杜威在一個(gè)多世紀(jì)前說過，“我們不從經(jīng)驗(yàn)中學(xué)習(xí)。
"We learn from reflecting on experience." It's in the reflection, the interior dialogues we create, where our most important learning often happens.
“我們從反思經(jīng)驗(yàn)中學(xué)習(xí)?！?這是反思，我們創(chuàng)造的內(nèi)部對(duì)話，我們最重要的學(xué)習(xí)經(jīng)常發(fā)生。
Children can be metacognitive at an early age, but they must first develop a self-awareness of their own thinking and how it might differ from other people's.
孩子從小就可以有元認(rèn)知的，但他們必須首先培養(yǎng)自己對(duì)自己思維的自我意識(shí)，以及這種思維與其他人的思維有何不同。
In addition, effective metacognition requires a knowledge base that very young children often don't have.
另外，有效的元認(rèn)知需要非常年幼的孩子通常沒有的知識(shí)基礎(chǔ)。
This means metacognitive abilities develop over time, and they can be significantly accelerated with proper instruction and practice.
這意味著元認(rèn)知能力隨著時(shí)間的推移而發(fā)展，并且通過適當(dāng)?shù)闹笇?dǎo)和練習(xí)可以顯著加速。
That's where teachers come into play.
這就是教師起作用的地方。
Metacognition is often thought of as having two facets.
元認(rèn)知往往被認(rèn)為有兩個(gè)方面。
There's metacognitive knowledge, which is awareness of one's own thinking and approaches to learning.
有元認(rèn)知知識(shí)，這是對(duì)自己的想法和學(xué)習(xí)方法的認(rèn)識(shí)。
Then, there's an action component that uses this metacognitive knowledge to control and direct learning.
然后，有一個(gè)動(dòng)作組件使用這個(gè)元認(rèn)知知識(shí)來控制和指導(dǎo)學(xué)習(xí)。
In this way, students self-regulate their learning, hence the name metacognitive regulation.
這樣，學(xué)生自我調(diào)節(jié)自己的學(xué)習(xí)，因此名稱元認(rèn)知調(diào)節(jié)。
This latter set of skills involves planning, time management, and monitoring and evaluating performance quality.
后一套技能涉及計(jì)劃，時(shí)間管理以及監(jiān)控和評(píng)估績(jī)效質(zhì)量。
This all falls under the moniker of self-regulated learning, an essential component of teaching students about learning how to learn.
這一切都屬于自我調(diào)節(jié)學(xué)習(xí)的綽號(hào)，這是教學(xué)生學(xué)習(xí)如何學(xué)習(xí)的重要組成部分。
We're going to introduce you to several aspects of metacognition and developing a classroom culture that encourages it.
我們將向您介紹元認(rèn)知的幾個(gè)方面，并開發(fā)鼓勵(lì)它的課堂文化。
We'll then provide some useful metacognitive questions students can begin to ask.
然后，我們將提供一些有用的元認(rèn)知問題，學(xué)生可以開始提問。
Before we begin, we'd like you to recall the learning principles we've been studying throughout this course.
在我們開始之前，我們希望您回想一下我們?cè)谡麄€(gè)課程中學(xué)習(xí)的學(xué)習(xí)原則。
Please take a few minutes to do that.
請(qǐng)花幾分鐘時(shí)間來做到這一點(diǎn)。【真的是在課堂中一直在不斷重復(fù)呢】
We need to keep these principles in mind as we think about teaching strategies to help our students become metacognitive learners.
在我們思考教學(xué)策略以幫助學(xué)生成為元認(rèn)知學(xué)習(xí)者時(shí)，我們需要牢記這些原則。
Now, let's begin to examine some ways to develop a classroom culture that supports thinking about thinking.
現(xiàn)在，讓我們開始研究一些開發(fā)支持思考思維的課堂文化的方法。
The most important and perhaps obvious practice is to provide ample opportunities for students to reflect, both in and out of class.
最重要的也許是顯而易見的做法是為學(xué)生提供充足的機(jī)會(huì)來反映課堂內(nèi)外的情況。
It's a good idea to talk with them about why you're having them reflect in various ways and what you see the benefits to be for their learning.
與他們談?wù)勀銥槭裁醋屗麄円愿鞣N方式反思以及你認(rèn)為他們學(xué)習(xí)的好處是什么，這是個(gè)好主意。
This habit of reflection goes hand in hand with formative feedback and closing the performance gap, as well as with growth mindset and effective effort.
這種反思習(xí)慣伴隨著形成性反饋和縮小績(jī)效差距以及增長(zhǎng)思維和有效努力密切相關(guān)。
Recall from our previous sessions about feedback that having students do something with their feedback whenever possible is absolutely essential.
回顧我們以前的課程中有關(guān)反饋的信息，即讓學(xué)生盡可能地反饋他們的反饋意見是絕對(duì)必要的。
This expectation and practice of ongoing revision after reflection goes a long way in developing a metacognitive culture in your classroom.
這種期待和經(jīng)過反思之后正在進(jìn)行的修訂在您的課堂中發(fā)展元認(rèn)知文化方面有很長(zhǎng)的路要走。
A sense of purpose is a powerful motivator for learners, and it helps them see why reflection can help them achieve classroom goals, especially if success criteria and standards are visible to all.
目標(biāo)感對(duì)學(xué)習(xí)者來說是一個(gè)強(qiáng)大的動(dòng)力，它可以幫助他們理解為什么反思可以幫助他們實(shí)現(xiàn)課堂目標(biāo)，尤其是如果成功標(biāo)準(zhǔn)和標(biāo)準(zhǔn)對(duì)所有人都是可見的。
They should know where their going as they learn and why.
他們應(yīng)該知道他們?cè)趯W(xué)習(xí)的過程中去哪以及為什么要去。
Consistently involving students with assessment practices is important too.
始終讓學(xué)生參與評(píng)估實(shí)踐也很重要。
Whenever possible, having students self-assess is particularly effective in encouraging metacognition since it requires ongoing reflection to be successful.
只要有可能，讓學(xué)生自我評(píng)估在鼓勵(lì)元認(rèn)知方面特別有效，因?yàn)樗枰掷m(xù)反思才能成功。
This means students are asking question like, "What did I do well? "What do I need to work on?" and "What do I do next?" Finally, a classroom rich in collaboration, with peer-assessment being an essential part of that, will involve students in reflecting on the thinking and work of others, which invariably impacts their own thinking.
這意味著學(xué)生們問的問題是“我做得怎么樣？”我需要做什么？“和”接下來做什么？“最后，一個(gè)富有協(xié)作性的課堂，同伴評(píng)估是一個(gè)重要部分這會(huì)影響學(xué)生反思他人的思想和工作，這總是影響他們自己的想法。
The more we infuse our classroom cultures with opportunities for student reflection, the more we cultivate this habit in our students.
我們?cè)阶⒅貙W(xué)生思考的課堂文化，就越能培養(yǎng)學(xué)生的這種習(xí)慣。
We also signal to them that it's an important disposition to value.
我們也向他們表明，這是重要的價(jià)值觀。
Next, I'd like to discuss some questions that students can ask to help create a culture of metacognition.
接下來，我想討論一些學(xué)生可以提出的問題來幫助創(chuàng)建元認(rèn)知文化。
At the end of the day, metacognition is mostly about asking questions.
在一天結(jié)束時(shí)，元認(rèn)知主要是提出問題。
It's about creating an interior dialogue or a dialogue with others that makes students' thinking and actions more visible.
這是關(guān)于創(chuàng)建一個(gè)內(nèi)部對(duì)話或與他人對(duì)話，使學(xué)生的思想和行動(dòng)更加明顯。
This allows them to examine and critique their behaviors.
這使他們能夠檢查和批評(píng)他們的行為。
What follows are a few examples of metacognitive questions that students can ask themselves.
以下是學(xué)生可以自問的元認(rèn)知問題的幾個(gè)例子。
It's important that they practice these enough to eventually have the most important ones internalized to use without being prompted.
重要的是，他們實(shí)踐這些足夠到最終有最重要的內(nèi)在使用而不需要刻意被提示。
The basic intention of all the questions that follow is that they encourage the learner to actively process what they're seeing or hearing, connecting the new information to already existing prior knowledge.
隨后所有問題的基本意圖是，他們鼓勵(lì)學(xué)習(xí)者積極處理他們所看到或聽到的內(nèi)容，將新信息與已有的現(xiàn)有知識(shí)相連接。
Again, the learning principles we've been studying in this course about active learning, the role of prior knowledge, and thinking to learn will be important to keep in mind as you have students practice.
再次，我們?cè)谶@門課中學(xué)習(xí)的關(guān)于主動(dòng)學(xué)習(xí)的學(xué)習(xí)原則，先前知識(shí)的作用以及思考學(xué)習(xí)的重要性，在您讓學(xué)生練習(xí)時(shí)牢記在心。
Let's begin.
讓我們開始。
Here is some questions to ask before engagement of a topic.
在參與一個(gè)主題之前，以下是一些問題。
They'll help students determine purpose and also activate prior knowledge.
他們將幫助學(xué)生確定目標(biāo)，并激活先前的知識(shí)。
Why are we studying this? Why is this topic important? What do I already know about this topic? How does this topic relate to what we've previously studied? The next set of questions can be used during the engagement of a topic.
我們?yōu)槭裁匆芯窟@個(gè)？為什么這個(gè)話題很重要？我對(duì)這個(gè)話題了解多少？這個(gè)話題與我們之前研究的內(nèi)容有什么關(guān)系？下一組問題可以在主題的參與過程中使用。
These questions encourage students to actively process what they're encountering, linking it meaningfully to prior knowledge and more fully elaborating its meaning and the reasoning behind it.
這些問題鼓勵(lì)學(xué)生積極處理他們遇到的問題，將其與事先知識(shí)有意義地聯(lián)系起來，并更全面地闡述其背后的意義和理由。
How can I connect this with what I already know? What questions do I have? What am I confused about? How does this work? What are the reasons or evidence being provided? Who's point of view if being represented? The following questions are meant to be asked after a topic has been engaged.
我如何將這與我已經(jīng)知道的相聯(lián)系？我有什么問題？我感到困惑的是什么？這個(gè)怎么用？提供什么原因或證據(jù)？誰代表誰的觀點(diǎn)？下列問題是在主題討論后提出的?！緯?huì)提出問題很重要，有時(shí)候不會(huì)提問題恰恰證明了沒有思考】
They're also intended to have students actively process what they've just learned and identify gaps in their learning.
他們還打算讓學(xué)生積極處理他們剛剛學(xué)到的知識(shí)，并找出他們學(xué)習(xí)中的差距。
What were the most important ideas or concepts? What do I need to know more about? How has this changed what I know? How can I use this later? Of course, we can hope to have our students learn to ask all of these questions as a part of their metacognitive development.
什么是最重要的想法或概念？我需要了解更多關(guān)于什么？這如何改變我所知道的？我以后如何使用它？當(dāng)然，我們希望讓我們的學(xué)生學(xué)習(xí)如何將所有這些問題都作為他們?cè)J(rèn)知發(fā)展的一部分。
So the key question for us to ask is, "Which ones would be most useful for "our students in the context of "our learning goals and classroom environment?" Our overall aim in developing metacognitive knowledge and self-regulation is for our students to become more aware of their strengths and weaknesses.
因此，我們要問的關(guān)鍵問題是，“我們的學(xué)生在”我們的學(xué)習(xí)目標(biāo)和課堂環(huán)境“的背景下，哪些對(duì)我們的學(xué)生最有用？”?我們開發(fā)元認(rèn)知知識(shí)和自我規(guī)范的總體目標(biāo)是讓我們的學(xué)生更加意識(shí)到自己的優(yōu)勢(shì)和劣勢(shì)。
In this way, we hope to have a lasting impact on their futures as growing and motivated lifelong learners.
通過這種方式，我們希望對(duì)他們的未來產(chǎn)生持久的影響，因?yàn)樗麄兂砷L(zhǎng)和激勵(lì)終身學(xué)習(xí)者。【這節(jié)課的元認(rèn)知講解的沒有笑來老師講的通俗易懂】
