第四种,把学习策略看作是学习方法和学习的调节与控制的有机统一体,如,但瑟洛(Dansereau)(史耀芳,1994)认为“学习策略是能够促进信息的获得、存储和利用的一套过程和步骤”;胡电芝(1997)认为“学习策略是指学习者在学习活动中,有效利用学习的规则、方法、技巧及其调控”;史耀芳(1991)认为“学习策略是学生在学习过程中,为达到一定的学习目标,有意识的调控学习环节的操作过程,是认知策略在学习活动中的体现形式,他在一定程度上表现为学习方法或技巧”。
Fourth, learning strategies are regarded as the organic unity of learning methods and learning regulation and control. For example, dansereau (Shi Yaofang, 1994) thinks that "learning strategies are a set of processes and steps that can promote the acquisition, storage and utilization of information"; Hu Dianzhi (1997) thinks that "learning strategies refer to the rules that learners use learning effectively in learning activities." According to Shi Yaofang (1991), "learning strategy refers to the operation process of consciously regulating learning links in order to achieve certain learning goals in the learning process of students, and it is the embodiment of cognitive strategy in learning activities, which to a certain extent is represented by learning methods or skills".
以上四种并不完全相同的观点是可以统一起来的。从抽象意义上说,学习策略是一种“内隐的学习规则”;从学习的操作意义上说,学习策略是一个“学习方法和学习的调节与控制的有机统一体”;从结构意义上来说,学习策略是由“学习方法”和“学习的调节和控制”等方面因素组成的(超英,1999)。因此,综合以上观点,蒯超英给出的学习策略的定义是“指在学习情境中,学习着对学习任务的认识、对学习方法的调用和对学习过程的调控”。也就是说,学习策略对于学习者来说是学习执行的监控系统。
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