4)审核,其功能是对活动和结果作出初步的评估;
4) Audit, whose function is to make a preliminary assessment of activities and results;
5)矫正,其功能是再设计或再检查,包括矫正目标的设置;
5) Correction, whose function is to redesign or recheck, including the setting of correction objectives;
6)自检其功能是对活动和项目作最后的自我评价。
6) Self inspection is the final self-evaluation of activities and projects.
⑵温斯坦(C。E。Weinstein,1985)认为学习策略包括:①认知信息加工策略,如精细加工策略;②积极学习策略,如应试策略;③辅助性策略,如处理焦虑;④元认知策略,如监控新信息的获得。
(2) Weinstein (C. E. Weinstein, 1985) thinks that learning strategies include: ① cognitive information processing strategies, such as fine processing strategies; ② active learning strategies, such as test-oriented strategies; ③ auxiliary strategies, such as dealing with anxiety; ④ metacognitive strategies, such as monitoring the acquisition of new information.
⑶但瑟洛(Dansereau,1985)认为学习策略可以划分为基本策略与辅助策略两类。前者有两个子策略构成,即①领会和保持策略。它承担获得与存储信息的任务,包括理解、回想、消化、扩展、复查等5项策略因素。②提取与利用信息策略。它负责提取和使用所存储的信息,也由理解、回想、详释、扩展、复查5项策略因素。后者包括3个子策略,即计划和时间安排,专心管理(包括情绪调节与情绪维持),监视与调控。
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