本博客重點介紹了幫助學校培養學生元認知能力的研究結果和建議。
研究結果的選擇是基於一篇名為《讓抽象顯性化》（The role of metacognition in teaching and learning, which was commissioned by the IB Research department and conducted by Inflexion.）政策文件的廣泛文獻回顧。
This blog highlights research findings and recommendations to help schools build students’ metacognitive skills. The selection of findings is based on an extensive literature review from a policy paper called Making the abstract explicit: The role of metacognition in teaching and learning, which was commissioned by the IB Research department and conducted by Inflexion.
什麼是元認知？
當我們對自己的思維進行有目的的思考時，我們就進行了元認知。元認知是教學的重要組成部分，是自我調節的主要動力。在元認知過程中，學習者利用他們以前的經驗來制定計劃、實現目標、選擇策略、監控進度，並反思自己學到了什麼和如何學習。
When we do purposeful thinking about our thinking, we engage in metacognition. Metacognition is an essential part of teaching and learning and the main driver for self-regulation. In the metacognitive process, learners tap into their prior experiences to develop a plan, achieve a goal, select strategies, monitor progress and reflect on what and how they learned.
研究告訴我們什麼？
研究表明，元認知對於學生有效地自我調節學習至關重要。提高學生元認知能力為目的的干預措施，與學習成績的提高有關，尤其是當這些干預措施將元認知知識和技能的指導結合起來，並解決動機、成長心態、自我效能和情感等問題時。教師應使用明確的元認知語言和指導，提出問題而不是給出答案，提供元認知思維的例證，為學生樹立榜樣，促使學生將自己的學習在學科內和學科間聯繫起來。
Research shows that metacognition is essential for students to effectively self-regulate their learning. Interventions that aim to enhance students’ metacognitive abilities are associated with improved academic performance, especially if they combine instruction in metacognitive knowledge and skills and address motivation, growth mindset, self-efficacy and emotion. Teachers should use explicit metacognitive language and instruction, ask questions rather than give answers, provide illustrative examples of metacognitive thinking, model for students and prompt students to connect their learning within and across subjects.
支持元認知的小貼士
"當學生反思自己最初的目標是否有用時，更容易提高自己未來的成績"。
“Students are more likely to improve their future performance when they reflect on the usefulness of their initial goal”.
1、讓元認知變得有價值，更加明確
元認知應該在課程標準中得到明確的定義，在評估中具有針對性，併成為專業學習的一個方面。學校領導、教師和家長應認識到元認知在培養具有國際視野的學生方面的作用，掌握如何使用元認知的資源和培訓，瞭解如何以不同的方式對元認知進行評估和評價。
1. Make metacognition valued and explicit
Metacognition should be well defined in curriculum standards, targeted in assessment and a consistent aspect of professional learning. School leaders, teachers and parents should recognize the role of metacognition in developing internationally minded students, have resources and training on how to use metacognition and understand how metacognition can be assessed and evaluated in different ways.
2、確保學生運用他們的反思
當形成性信息被用來使自我調節的學習策略更有效時，反思是最有用的。當學生反思自己最初的目標是否有用，他們是如何規劃的，不同的學習策略對他們的效果如何時，他們更有可能提高未來的表現（Al-Rawahi & Al-Balushi，2015）。
2. Ensure students use their reflections
Reflections are most useful when the formative information generated is used to make self-regulated learning strategies more effective. Students are more likely to improve their future performance when they reflect on the usefulness of their initial goal, how they planned and how well different learning strategies worked for them (Al-Rawahi & Al-Balushi, 2015).
3、創造培養元認知的學習環境
學校和教師應考慮兩個原則，進一步促進自主學習，提高學生的學習動機。首先，教師應該給學生提供一致的機會，讓他們設定和計劃長期的、近程的和對個人有意義的目標。第二，教師應該強調學生的選擇和個人相關性，提高學生的積極性和參與度。
“所有的學生……都應該有信心知道，在老師、同學和家長的不斷實踐和支持下，他們將發展技能，使他們成為終身學習者。”
3. Create learning environments that foster metacognition
Schools and teachers should consider two principles that will further enable self-regulated learning and enhance students’ motivation. First, teachers should present students with consistent opportunities to set and plan long-term, proximal and personally meaningful goals. Second, teachers should emphasize student choice and personal relevance to improve motivation and engagement.
“All students … should have the confidence to know that with continued practice and support from teachers, peers and parents they will develop the skills that allow them to become lifelong learners”.
4、家長可以樹立元認知思維和行為的榜樣
學校教授的元認知行為可以在家庭中得到強化，來增強學生在不同環境中的學習自主性。父母是學生學習的重要榜樣。
4. Parents can model metacognitive thinking and behavior
Metacognitive behaviors taught in school can be reinforced at home to enhance student ownership of learning across environments. Parents are important models in student learning.
5、所有學生都能擁有自己的學習
那些對自己的學習表現出強烈自主權的學生也知道，當他們在一項任務上遇到困難時，應該尋求幫助。尋求幫助可以向學生介紹新的學習策略，避免不必要的挫折和壓力。所有的學生，無論他們目前如何使用元認知，都應該有信心知道，通過不斷的練習和老師、同學和家長的支持，他們將發展技能，使他們成為終身學習者。
5. All students can own their learning
Students who exhibit strong ownership over their learning also know to seek help when they are struggling with a task. Seeking help can introduce students to new learning strategies and avoid unnecessary frustration and stress. All students, regardless of how well they currently use metacognition, should have the confidence to know that with continued practice and support from teachers, peers and parents they will develop the skills that allow them to become lifelong learners.
最後的想法
促進元認知並不是要找到完美的政策、實踐或方案，而更多的是要創造一種教授和學習的文化，培養出有思想、有反思能力的學生，使他們有準備、有動力進行獨立的終身學習。本政策文件中提供的研究心得和經驗教訓，可以幫助教師和學校領導採取一些小步驟，創建一種學校文化和學習環境，幫助所有學習者培養元認知。
Final thoughts
Promoting metacognition is less about finding the perfect policy, practice or programme and more about creating a culture of teaching and learning that produces thoughtful and reflective students who are prepared and motivated to engage in independent, lifelong learning. The insights and lessons learned from the research provided in the policy paper can help teachers and school leaders take small steps toward creating a school culture and learning environments that cultivate metacognition for all learners.
IB教學研
IB Teaching Learning
中國最大的國際教師社羣
The biggest Int’l teachers community in China
By teachers! For teachers!