Alma Mater
ISSN 1026-955X
Vestnik Vysshey Shkoly (Higher School Herald)
The best way to learn all about Higher Education

=

Purposive formation of meta-cognitive abilities

N.B. Yanovskaya
80,00 ₽

 

N.B. Yanovskaya.
Cand. Sci. (Tec.)
Siberian State Industrial University
 
Presented is an analysis of definitions’ comparison of “training strategy” meaning, citing in various publications. Purpose and basis of cognitive strategies, as well as stages in forming of meta-cognitive strategies are specified. With the example of studying mathematics, development of meta-cognitive system in students is shown.
Key words: strategy of understanding, meta-memory, meta-cognitive knowledges, meta-cognitive abilities, training strategies, self-regulation
 
References
1. Sazonova, T.Yu. Modeling of identification processes of a word by the person: psycholinguistic approach. — Tver: TverSU, 2000. — 134 p.
2. Drobotenko, Yu.B. Organization of students’ self-directed learning in higher educational institution when studying pedagogical disciplines: Diss. abstr. … degr. cand. ped. sc. — Omsk: Omsk SPU, 2006. — 25 p.
3. Paleeva, M. L. Experience in development of mathematical competence of students of technical specialties // Bulletin of Tomsk state pedagogical university. — 2009. — Release 10 (88). — P. 122—128.
4. Turchenko, V. N. Methodological bases of Russian strategy for education development // Pedagogics. — 2002. — No. 10. — P. 97—105.
5. Kholodnaya, M.A. Psychology of intelligence: paradoxes of research. — St. Petersburg: Piter, 2002. — 272 p.
6. Karpov A.V. Psychology of consciousness. Metasystem approach. — M.: Russian Academy of Education, 2011.
7. Brown, A.L. Metacognition, executive control, self-regulation and other more mysterious Mechanisms // Metacognition, Motivation, and Understanding. — Ch. 3. — New Jersey, 1987. — P. 65—116.
8. Corno, L. The metacognitive control components // Educational Psychology. — 2006. — No. 11. — P. 333—346.
9. Flavell, J.H. Metacognitive aspects of problem solving // The nature of intelligence. — Hillsdale—N.Y., 1976.
10.  Kail, R. Processing speed, memory and cognition. — N.Y.: Cambridge University Press,  — 1992. — 413 p.
11.  Schunk, D.H. Learning theories: An educational perspective. — N.Y.: Merrill / MacMillan, 1991.