教师资格考试中学教育知识与能力章节考点(4.5)（teacher qualification examination, middle school education, knowledge and competence, chapter 4.5）

教师资格考试中学教育知识与能力章节考点45（TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER45）TEACHERQUALIFICATIONEXAMINATION,MIDDLESCHOOLEDUCATION,KNOWLEDGEANDCOMPETENCE,CHAPTER45FIFTHLEARNINGSTRATEGIESIOVERVIEWOFLEARNINGSTRATEGIES1THEIMPLICATIONSOFLEARNINGSTRATEGIESLEARNINGSTRATEGIESREFERTOLEARNERSINORDERTOIMPROVETHELEARNINGEFFICIENCYANDLEARNINGQUALITY,ACOMPLEXSCHEMEABOUTLEARNINGPROCESS,TOCONSCIOUSLYDEVELOPITINCLUDESLEARNERSINTHEEFFECTIVELEARNINGPROCEDURES,RULES,METHODS,TECHNIQUESANDMETHODSOFCONTROL,CANBEAREGULARSYSTEMOFIMPLICIT,CANALSOBEOPERATINGPROCEDURESANDSTEPOUTSIDEAMONGTHEM,THELEARNINGPROCESSFORINFORMATIONPROCESSINGANDLEARNINGSTRATEGIESARECALLEDCOGNITIVELEARNINGSTRATEGIESTOCONTROLTHELEARNINGPROCESS,GUARANTEEOFEFFECTIVEINFORMATIONPROCESSINGLEARNINGSTRATEGYCALLEDMONITORINGLEARNINGSTRATEGIESTWOCHARACTERISTICSOFLEARNINGSTRATEGIES1,OPERATIONANDMONITORINGOFORGANICUNITYLEARNINGSTRATEGYISREFLECTEDINTHEVARIOUSSTAGESOFTHECOGNITIVEPROCESSOFTHESTUDENTS,ITCANPROVIDEAVARIETYOFMETHODSANDSKILLSFOREFFECTIVEMONITORINGOFEMBODIEDCOGNITIONCOGNITIVEOPERATION,IMPLICIT,FROMPREVIOUSLEARNINGEXPERIENCESTOTHELEARNINGSTRATEGIESAPPLICABLEINDIFFERENTLEARNINGSITUATIONSARENOTTHESAME,SOLEARNERSNEEDTOBEMONITOREDANDADJUSTITINTHEWHOLELEARNINGPROCESSOPERATIONANDMONITORINGISTHEBASICCHARACTERISTICSOFLEARNINGSTRATEGIES2,EXPLICITANDIMPLICITORGANICUNITYFROMTHECOGNITIVEPROCESSOFLEARNINGACTIVITIESANDLEARNINGTHEOBSERVABILITY,EXPLICITINWECANDIRECTLYOBSERVESTUDENTSEXTERNALLEARNINGOPERATION,IMPLICITLEARNINGSTRATEGIESINTHEREGULATIONOFLEARNINGISTHROUGHINTENTIONINTERNALLANGUAGEINMINDFROMTHECONSCIOUSNESSOFTHELEARNINGPROCESS,ONLYWHENTHELEARNINGACTIVITIESINVALIDORERRORCANBEREALIZEDCLEARLY,ANDINSOMECASESISNOTAWAREOF3,THEORGANICUNITYOFINITIATIVEANDMIGRATIONTOSOMEEXTENT,LEARNINGSTRATEGIESONLEARNERSLEARNINGACTIVITIESCANGRASP,ISAKINDOFSELFADJUSTMENTANDMONITORINGOFLEARNINGACTIVITIES,THECONTROLWAYOFLEARNINGSTRATEGIESINCLUDINGTHEUSEOFDIRECTINTERVENTIONOFCOGNITIVESTYLEANDTOMONITORANDADJUSTTHEPROCESSOFLEARNINGLEARNINGSTRATEGIESMIGRATIONREFERSTOTHELEARNINGSITUATIONFORLEARNINGFROMTHESTRATEGYCANEFFECTIVELYMIGRATETOASIMILARORDIFFERENTLEARNINGCONTEXTSTHREECLASSIFICATIONOFLEARNINGSTRATEGIES1ACCORDINGTOTHEROLEOFLEARNINGSTRATEGIES,THELEARNINGSTRATEGIESISDIVIDEDINTODANSERIECONOMICSTRATEGYSYSTEMANDAUXILIARYSYSTEMSTRATEGYTHEMAINSTRATEGYOFTHESYSTEMISTHEDIRECTOPERATIONOFAVARIETYOFMATERIALSSUCHASLEARNINGSTRATEGIES,SELECTIONOFINFORMATION,STORAGE,ENCODING,RETRIEVAL,APPLICATIONSTRATEGYAUXILIARYSYSTEMMAINLYREFERSTOTHESTRATEGYTOHELPLEARNERSMAINTAINANDADJUSTTHEGOODLEARNINGANDCOGNITIVEATMOSPHERE,INCLUDINGTIMEALLOCATION,ATTENTIONREGULATION,SELFREGULATIONANDAUXILIARYSTRATEGYSTRATEGYTHESYSTEMISTHEMAINSTRATEGYBACKGROUNDISTOENSURETHESMOOTHIMPLEMENTATIONOFTHESYSTEM,PLAYTHEROLEOFTHEMAINSTRATEGYSYSTEMISVERYIMPORTANTFOR2COMPONENTSCOVEREDUNDERTHELEARNINGSTRATEGY,MAKICETALTOLEARNINGSTRATEGIESINTOCOGNITIVESTRATEGIES,METACOGNITIVESTRATEGIES,RESOURCEMANAGEMENTSTRATEGIESCOGNITIVESTRATEGIESARETHEMETHODSANDTECHNIQUESOFPROCESSINGINFORMATION,HELPEFFECTIVELYFROMMEMORYEXTRACTINGINFORMATIONMETACOGNITIVESTRATEGIESOFLEARNERSSUPERVISIONOFTHEIRCOGNITIVEPROCESSESANDREGULATION,INCLUDINGTHEIRCOGNITIVEPROCESSOFUNDERSTANDING,EXPERIENCEANDCONTROL,ISANIMPORTANTEVENTTOKEEPLEARNERSWITHHIGHEFFICIENCYANDQUALITYOFLEARNINGRESOURCEMANAGEMENTSKILLSANDSTRATEGIESOFLEARNINGALLKINDSOFMANAGERSTHEMSELVESANDENVIRONMENTRESOURCES,CANHELPLEARNERSTOCONSCIOUSLYTAKETHEINITIATIVETOADAPTTOTHEENVIRONMENTTHECHARACTERISTICSOFITSELFANDTHEENVIRONMENTMAKEFULLUSEOFALLAVAILABLERESOURCES,HELPTOIMPROVELEARNINGEFFICIENCYWEINSTEINALSOCOVERSFROMTHEPERSPECTIVEOFTHECOMPOSITIONOFLEARNINGSTRATEGIESCOGNITIVESTRATEGIESOFINFORMATIONPROCESSING,AUXILIARYSTRATEGY,ACTIVELEARNINGSTRATEGIESANDMETACOGNITIVESTRATEGIESFOURGRASPTHESIGNIFICANCEOFLEARNINGSTRATEGIES1MASTERYOFLEARNINGSTRATEGYISTHEINEVITABLEREQUIREMENTOFLEARNINGTOLEARN2LEARNINGSTRATEGYISTOMASTERTHEREQUIREMENTSOFSUBJECTIVELEARNING,3LEARNINGSTRATEGYCANEFFECTIVELYIMPROVETHEQUALITYOFLEARNINGTWO,COGNITIVESTRATEGIESCOGNITIVESTRATEGYISTHELEARNERSINCOGNITIVEPROCESSINGSTRATEGIES,METHODSANDTECHNIQUESISTHEPROCESSINGOFINFORMATIONTHESESTRATEGIESCANMAKETHEINFORMATIONMOREEFFECTIVESTORAGE,MAINTENANCEANDRETRIEVALCOGNITIVESTRATEGIESCANGENERALLYBEDIVIDEDINTOREPETITIONSTRATEGY,FINEPROCESSINGSTRATEGYANDORGANIZATIONSTRATEGYIREHEARSALSTRATEGYINORDERTOKEEPTHEINFORMATIONRETELLINGSTRATEGYANDTHEUSEOFINTERNALLANGUAGEINTHEBRAINTOREPRODUCETHELEARNINGMATERIALSORSTIMULATION,SOTHATTHEMETHODTOMAINTAINTHEATTENTIONINLEARNINGMATERIALSSUCHASTOFINDANEWTELEPHONENUMBER,REMEMBERTHATITWILLUSERETELLINGSTRATEGY1USEOFUNINTENTIONALMEMORYANDINTENTIONALMEMORYTHEUNCONSCIOUSMINDISNOTADESTINATION,DONOTNEEDTOMEMORIZETHEUNCONSCIOUSMINDISAPURPOSEFULANDCONSCIOUSMEMORY,ISTHEMAINFORMOFOURLEARNINGANDMEMORIZING2ELIMINATEMUTUALINTERFERENCEANIMPORTANTFACTORAFFECTINGLEARNINGANDMEMORYISFORGOTTENANDINTERFERENCEINTHESTUDY,WEWILLOFTENUSESIMILARMATERIALSOFTENRECORDEDMIXED,ERRORSOCCURWHENEXTRACTINGINPSYCHOLOGY,THEINTERFERENCEOFFIRSTLEARNINGMATERIALSOFLEARNINGMATERIALS,CALLEDPROACTIVEINHIBITIONAFTERINHIBITIONOFLEARNINGMATERIALSTOLEARNTHEINFLUENCEOFTHEMATERIALISCALLEDAFTERTHEPHOTOTHISREQUIRESTHELEARNERSINLEARNINGTOTHEBESTOFKNOWLEDGETOANALYZEANDCOMPARETHESIMILARMATERIALTODISTINGUISHONTHEOTHERHAND,WEMUSTPAYATTENTIONTONOTTOINTERFEREWITHEACHOTHERMATERIALSINTHESTUDYTOGETHER,TOAVOIDTHEIRCONFUSION3OFTHETOTALMEMORYANDMEMORIZINGSECTIONTHEINTERNALCONNECTIONOFMATERIALORSHORT,CANBEUSEDFORMEMORIZINGTHEOVERALLLENGTHISLONGER,ORMOREDIFFICULT,THELACKOFINTERNALCONTACTMATERIALSCANBESEGMENTEDMEMORYMORETHAN4SENSESPARTICIPATETOGETHERINTHEMEMORY,TOLEARNTOUSEAVARIETYOFSENSORYCHANNELS,FOREXAMPLE,EYES,EARS,MOUTHREAD,WRITETOTHESAMEMEMORYIFTHECONTENTOFTHESTUDYCANUSEALLKINDSOFSENSORYCHANNELSFULLY,NOTONLYCONDUCIVETOTHEEXCLUSIONOFOUTSIDEINTERFERENCE,CANALSOBEASHORTTERMMEMORYINORDERTOPROVIDEMOREABUNDANTINFORMATIONANDCLUESTOPROMOTETHETRANSFORMATIONOFLONGTERMMEMORY5DRAWLINESTOHELPMEMORYLINEDRAWINGISARETELLINGSTRATEGYOFTENUSEDINTHEREADINGPROCESS,BECAUSETHEPAINTINGLINECANMAKESTUDENTSWILLBELINKEDTOTHEEXISTINGSTRUCTUREINADDITION,THETEACHERSHOULDALSOTEACHSTUDENTSSOMEJUANDIANNOTATION,WITHLINEDRAWINGUSEDTOGETHERFOREXAMPLE,THECIRCLEDOESNOTKNOWTHEWORDANDSENTENCEINDICATETHEDEFINITIONLISTTHEREASONSANDTHEEVENTNUMBERINTHEIMPORTANTPARAGRAPHBEFORETHETAGMAYMARKTHEEXAMDRAWTHEARROWINDICATESTHERELATIONSHIPDRAWALINEISAKINDOFINFORMATIONSELECTIONSTRATEGY,ISALSOAREHEARSALSTRATEGY6,REVIEWTHEFORMOFDIVERSIFICATIONITISBETTERTOUNDERSTANDANDMEMORIZETHANTOREPEATWHATYOUHAVELEARNED,SUCHASUSINGWHATYOUHAVELEARNED,USINGEXPERIMENTSTOPROVE,WRITINGREPORTS,DISCUSSINGWITHPEOPLE,ANDEXPLAININGTOOTHERSTWOFINEMACHININGSTRATEGYFINEPROCESSINGSTRATEGYISAKINDOFDEEPPROCESSINGSTRATEGYKNOWLEDGELINKEDTOADDNEWINFORMATIONOFNEWLEARNINGMATERIALSANDMINDWEARELEARNINGTHEKNOWLEDGE,THROUGHTHEFINEPROCESSINGOFCONSTRUCTION,ADDANDSUBLIMATIONOFIT,NOTONLYCANDEEPENTHEUNDERSTANDINGOFKNOWLEDGE,BUTALSOCANPROVIDEMORECLUESTOSTRENGTHENTHEOLDANDNEWTHECONNECTIONBETWEENKNOWLEDGEANDFORMATIONOFKNOWLEDGENETWORKSFINEPROCESSINGSTRATEGIESUSEDAREASFOLLOWS1MNEMONICSMNEMONICSCANMAKEUSEOFVISUALREPRESENTATION,SPEECH,SEMANTICSANDSOONBETWEENTHEOLDANDNEWMATERIALS1POSITIONALMEMORYPOSITIONMEMORYMETHODISFORTHELEARNERSTOCREATEAFAMILIARSCENEINTHEMIND,ACLEARLINEINTHISSCENE,DETERMINEASERIESOFSPECIFICPOINTSONTHEROUTE,THENWILLTHECONTENTSOFALLTHEVISUALMEMORY,ANDEACHPOINTOFORDERANDROUTELINKINGISNOTONLYFAMILIARTHESCENE,BUTALSOCANLEADTOSPECIFICOBJECTS,THEHUMANBODY,SUCHASTHEROOMCANADOPTTHEPOSITIONMEMORYMETHOD2FIRSTWORDCOUPLETMORPHOLOGYTHISISTHEMETHODOFUSINGTHEFIRSTWORDOFEACHWORDTOFORMANABBREVIATEDWORDFORMEMORY3HOMOPHONICASSOCIATIONTHISMETHODISCARRIEDOUTBYASSOCIATINGHOMOPHONICCLUESHOMOPHONICMETHODCANIMPROVETHEEFFICIENCYOFMEMORY,THEKEYISTHATITIS“APUNSOUND“,THENEEDFOREFFECTIVECONVERSIONBETWEENHOMOPHONICANDLEARNINGMATERIALSBUTTHEHOMOPHONICMETHODISNOTSUITABLEFORSTRONGLOGICALRELATIONSHIPMATERIAL4VISUALIZATIONTHEVISUALIZATIONMETHODISAMEMORYMETHODOFCONVERTINGMEANINGLESSMATERIALINTOIMAGEMATERIALBYMEANSOFMETAPHORANDASSOCIATION5SEARCHINGFORTHEINNERRELATIONBETWEENINFORMATIONGOTOTHEMECHANICALMEMORIZINGMATERIALONLYFROMTHESURFACECONTACT,THEEFFECTISVERYPOOR,NEEDTOFINDOUTTHERELATIONSHIPBETWEENMORELEARNINGMATERIALS,DEEPPROCESSINGOFMATERIALS,INORDERTOENHANCETHEMEMORYEFFECT2MAKEFULLUSEOFBACKGROUNDKNOWLEDGEBACKGROUNDKNOWLEDGEPLAYSANIMPORTANTROLEINTHEFINEMACHININGPROCESSBECAUSETHEORIGINALKNOWLEDGESTOREDINLONGTERMMEMORYINLEARNINGISANEWIMPORTANTINTERNALCONDITIONSINFACT,THEBACKGROUNDKNOWLEDGEENABLESUSTOPREDICTHOWMUCHSTUDENTSCANLEARNMORETHANGENERALLEARNINGABILITY3TAKENOTESNOTETAKINGISAFINEPROCESSINGSTRATEGYWIDELYUSEDNOTESHASSEVERALBENEFITSFORLEARNINGONEISTOTAKENOTESCANHELPSTUDENTSTOSTAYFOCUSEDANDCONCENTRATEONTHETEACHERTWOISTOTAKENOTESTOHELPSTUDENTSREMEMBERTHREEISTOTAKENOTESFORFUTURESTUDYANDREVIEWTHEEXAMINATIONPROVIDEDCONVENIENTFOURISTOREMEMBERNOTESCANPROVIDESAFRAMEWORKFORKNOWLEDGE,PROMOTIONOFNEWKNOWLEDGEOFFINEPROCESSINGANDINTEGRATIONNOTETHEREARETWOMAINSTEPSTHEFIRSTSTEPISTOWRITEDOWNTHEINFORMATIONINTHELECTURETHESECONDSTEPISTOMAKEANOTEOFTHEMEANINGFULINFORMATIONTOYOU4ASKYOURSELFQUESTIONSSELFQUESTIONINGISAMETHODFORLEARNERSTOTHINKANDRECALLBYASKINGQUESTIONSTHEMSELVESSELFQUESTIONINGCANHELPLEARNERSCLEARTHEPURPOSEOFLEARNING,IDENTIFYIMPORTANTPARTSOFTHEMATERIALANDSEEKTHERIGHTANSWERS5GENERATIVELEARNINGGENERATIVELEARNINGISTOTRAINSTUDENTSTOPRODUCEAREPRESENTATIONOFANALOGYORWHATTHEYREAD,SUCHASGRAPHICS,IMAGES,TABLESANDDIAGRAMS,TOSTRENGTHENITSDEEPUNDERSTANDING,THISMETHODCANOVERCOMETHESIMPLERECORDINGANDMEMORYINFORMATION,ANDACTIVELYPARTICIPATEINTHETHINKINGPROCESSTHESPECIFICMETHODSINCLUDEDRAWINGALINE,ABSTRACTWITHTHETITLE,MAKINGNOTESWRITINGSUMMARIESTHREEORGANIZATIONALSTRATEGYTHEORGANIZATIONSTRATEGYBASEDONINTERNALRELATIONSHIPBETWEENKNOWLEDGEANDEXPERIENCE,LEARNINGMATERIALSSYSTEMATICALLYANDORDERLYCLASSIFICATION,ANALYSISANDSUMMARIZATION,THESTRUCTUREOFTHEORGANIZATIONTHEAPPLICATIONSTRATEGYCANCONDUCTINDEPTHPROCESSINGOFLEARNINGMATERIALS,ANDPROMOTETHEUNDERSTANDINGANDMEMORYOFLEARNINGCONTENTSCOMPAREDWITHTHEFINEPROCESSINGSTRATEGYANDORGANIZATIONSTRATEGYTOFOCUSMOREONTHEONTHEINNERLINKOFTHECONSTRUCTIONOFLEARNINGMATERIALS,MORESUITABLEFORTHOSEWHONEEDTOUNDERSTANDANDGRASPTHEDEEPTHINKINGANDSIGNIFICANCEOFLEARNINGMATERIALS1OUTLINETHEOUTLINEISBRIEFWORDSTOWRITEDOWNTHEMAJORANDMINORPOINTOFVIEW,ITISTHEPOINTOFPYRAMIDINTHEFORMOFORGANIZINGMATERIALS,CONCRETEDETAILSAREINCLUDEDINTHEHIGHLEVELCATEGORYTHEOUTLINEISTOGRASPTHELEARNINGMATERIALSMEDICA,POINTSANDINTERNALRELATIONSHIPTHROUGHTHEOUTLINE,CANBETHECOREIDEAANDTHERELEVANTDETAILSINTHEFORMOFACONCISEANDBRIEFOUTLINEDISPLAYSTHEREARETWOFORMS,ONEISTHEKEYPOINTSANDSTRUCTUREBRIEFSTATEMENTTOEXPRESSTHECONTENTSOFLEARNINGTHEOTHERISINTHEFORMOFAGRAPHTOVISUALLYREPRESENTINTERNALRELATIONSOFTHELEARNINGMATERIALS2USEGRAPHICSGRAPHICSAREUSEDTOILLUSTRATEHOWVARIOUSKINDSOFKNOWLEDGEARECOMMUNICATEDTHEMAINIDEAISTOREFINETHEMAINKNOWLEDGEPOINTS,THENIDENTIFYTHERELATIONSHIPSBETWEENTHESEKNOWLEDGEPOINTS,ANDTHENUSEAPPROPRIATEEXPLANATIONSTOINDICATETHELINKSBETWEENTHESEKNOWLEDGEPOINTS1SYSTEMSTRUCTUREDIAGRAMCLASSIFICATIONOFLEARNINGMATERIALS,THEMAININFORMATIONINTODIFFERENTLEVELSORPARTS,ANDTHENFORMASYSTEMSTRUCTUREDIAGRAM2FLOWCHARTAFLOWCHARTCANBEUSEDTOREPRESENTTHEORDEROFSTEPS,EVENTS,ANDSTAGES,USUALLYINTHEORDEROFTIMEOREVENT3ASCHEMAORMODELDIAGRAMSCHEMADIAGRAMSILLUSTRATEHOWEACHELEMENTINAPROCESSISRELATEDTOEACHOTHER4NETWORKDIAGRAMSANETWORKDIAGRAM,ALSOKNOWNASACONCEPTMAP,CANREPRESENTAVARIETYOFRELATIONSHIPSBETWEENTHINGSOREVENTS,ANDUSEDIAGRAMSTOILLUSTRATEHOWTHINGSOREVENTSRELATETOEACHOTHER3USETHEFORM1THELISTPROVIDESACOMPREHENSIVEANDCOMPREHENSIVEANALYSISOFTHEMATERIAL,EXTRACTSTHEMAININFORMATION,ANDLISTSTHEINFORMATIONFROMANANGLETOREFLECTTHEMATERIALORIGINALAPPEARANCE2BIDIRECTIONALGRAPHTHETWOWAYDIAGRAMISTHEMAININFORMATIONFROMTHETWODIMENSIONSOFTHEVERTICALANDHORIZONTAL4GENERALIZATIONSANDGENERALIZATIONSGENERALIZINGISONEOFTHEMOSTCOMMONLYUSEDSTRATEGIESINORGANIZATIONALLEARNING,LEARNINGCANBEUSEDTOSIMPLIFYTHECLASSIFICATIONOFCOMPLEXMEMORYMATERIALITINCLUDESGENERALPRINCIPLESOMITTINGMINOR,OMITIMPORTANTMATERIALSDELETEREDUNDANT,NOTREPEATTOHAVEBEENINVOLVEDINTHECONTENTTHECONCEPTOFTHECONCEPTOFTHECHOICETOREPLACEITALY,FINDOUTTHETOPICSENTENCEREADMEITALY,ACTIVECONSTRUCTIONOFTHEMEORCENTRALIDEATHREE,METACOGNITIVESTRATEGIESMETACOGNITIONISTHECOGNITIONOFTHEIRCOGNITIVEACTIVITIES,ITSESSENCEISTOADJUSTTHECURRENTCOGNITIONMETACOGNITIONISACOGNITIVEACTIVITYONTHEIROWNKNOWLEDGESYSTEM,ISALSOAKINDOFCONSCIOUSANDUNCONSCIOUSOFTHEIRCOGNITIVEACTIVITIESMETACOGNITIVEREGULATIONPROCESSMAINLYTHROUGHTHEMONITORINGANDCONTROLOFTHETWOMECHANISMSOFCOGNITIVEREGULATIONTHEPROCESSISAPROCESSOFINFORMATIONTOMONITORPROGRESS,ABOUTTHEIRCOGNITIVEACTIVITIESFORAPERSONTOGETTHEEFFECTCONTROLREFERSTOONESOWNCOGNITIVEACTIVITIES,MAKINGTHEPLAN,REGULATION,ENSURETHECOGNITIVEACTIVITYINTHERIGHTDIRECTIONANDDESTINATIONMETACOGNITIONINCLUDESTHREEASPECTSMETACOGNITIVEKNOWLEDGE,METACOGNITIVEEXPERIENCEANDMETACOGNITIVESKILLSMETACOGNITIVEKNOWLEDGEINCLUDINGCOGNITIVESELFCONCEPT,COGNITIVECONTENTANDDIFFICULTYOFTHESYSTEMOFKNOWLEDGE,FAMILIARWITHTHEKNOWLEDGEABOUTCOGNITIVESTRATEGYMETACOGNITIVEEXPERIENCEINCLUDINGCOGNITIVECONTENTDIFFICULTYANDFAMILIARITY,MAYCOMPLETEDEGREEOFEXPECTATIONSANDEXPERIENCETOCOMPLETETHEASSESSMENTOFTHEMSELVESMETACOGNITIVESKILLSREFERSTOTHESTRATEGIESANDMETHODSUSEDTOMONITORTHEIROWNINDIVIDUALCOGNITIVEACTIVITIESGENERALLYSPEAKING,THESTRUCTUREOFHUMANTHINKINGINCLUDETHETARGETSYSTEM,MATERIALSYSTEM,OPERATINGSYSTEM,PRODUCTSYSTEMANDMONITORINGSYSTEMTHEMONITORINGSYSTEMISINADOMINANTPOSITION,ANDPLAYSACOORDINATINGROLEONSEVERALOTHERSYSTEMS,ITSMAINFUNCTIONORIENTATION,CONTROL,INSPECTION,ADJUSTMENT1PLANNINGSTRATEGYMETACOGNITIVEPLANISBASEDONTHESPECIFICGOALSOFCOGNITIVEACTIVITIES,PLANNINGACTIVITIES,EXPECTEDRESULTSANDSTRATEGIES,TOCOMEUPWITHASOLUTIONTOTHEPROBLEMANDEXPECTSITSEFFECTIVENESSINAPLANNEDACTIVITYSTRATEGIESINCLUDETHESETLEARNINGOBJECTIVES,READINGMATERIALS,PRODUCEQUESTIONANDANALYZEHOWTOCOMPLETETHETASKOFLEARNINGTWOMONITORINGSTRATEGYTHEMONITORINGSTRATEGYREFERSTOTHECOGNITIVEPROCESS,ACCORDINGTOTHETIMELYDETECTIONOFCOGNITIVEPROCESSCOGNITIVEGOALS,FINDTHEDIFFERENCEBETWEENTHETWO,ANDTHELEARNINGPROCESSOFTIMELYADJUSTMENT,INORDERTOSUCCESSFULLYCOMPLETETHEEFFECTIVELEARNINGSTRATEGIESTHEMONITORINGSTRATEGYINCLUDINGREADINGOFATTENTIONTOMONITORTHEIRSPEEDANDTIMETRACKING,SELFQUESTIONINGANDEXAMINATIONOFMATERIALSWHENTHESESTRATEGIESHELPLEARNERSBECOMEAWAREOFPOSSIBLEPROBLEMSINATTENTIONANDUNDERSTANDING,INORDERTOFINDOUTANDMODIFYMONITORINGSTRATEGIESINCLUDINGMONITORINGANDUNDERSTANDINGPAYATTENTION1UNDERSTANDINGMONITORINGPERCEIVEDMONITORINGREFERSTOTHEPROCESSOFREADINGINTHEPROCESSOFREADINGASAMONITORINGOBJECT,ANDCONSTANTLYACTIVELYMONITORANDADJUSTIT2PAYATTENTIONTOINTHEPROCESSOFINFORMATIONPROCESSING,THEINFORMATIONCANONLYGETATTENTIONTOOURWORKINGMEMORY,FURTHERPROCESSING,TOOBTAINBETTERLEARNINGEFFECTS,ANDNOATTENTIONINFORMATIONWILLAPPEARNATURALDECLINEANDACTIVESUPPRESSIONTHEREFORE,INORDERTOIMPROVETHELEARNINGEFFECT,MUSTCONCENTRATETHREEADJUSTMENTSTRATEGYADJUSTMENTSTRATEGYREFERSTOTHELEARNINGPROCESSBASEDONCOGNITIVEACTIVITYMONITORINGRESULTS,FINDOUTTHECOGNITIVEBIAS,TIMELYADJUSTMENTOFSTRATEGIESORAMENDMENTTARGETSINTHELEARNINGACTIVITIESATTHEENDOFCOGNITIVEEVALUATIONRESULTS,TAKEAPPROPRIATEREMEDIALMEASURES,CORRECTMISTAKES,LESSONSLEARNEDADJUSTTHESTRATEGYANDMONITORINGSTRATEGYFOREXAMPLE,WHENLEARNERSREALIZETHATHEDOESNTUNDERSTANDSOMEPARTOFTHECLASS,THEYWILLRETURNTOREADDIFFICULTPASSAGESSLOWDOWNINREADINGDIFFICULTORUNFAMILIARMATERIALREVIEWTHEYDONTUNDERSTANDTHECOURSEMATERIALTESTSKIPAPROBLEMTODOSIMPLEOTHERTOPICSREGULATIONSTRATEGIESCANHELPSTUDENTSTOCORRECTTHEIRLEARNINGBEHAVIOR,SOTHATTHEYUNDERSTANDTHELACKOFREMEDYFOUR,RESOURCEMANAGEMENTSTRATEGYRESOURCEMANAGEMENTSTRATEGYISASTRATEGYTOHELPSTUDENTSMANAGETHEAVAILABLEENVIRONMENTANDRESOURCESITHELPSSTUDENTSTOADAPTTOTHEENVIRONMENTANDADJUSTTHEIRENVIRONMENTTOMEETTHEIROWNNEEDS,ANDPLAYSANIMPORTANTROLEINSTUDENTSMOTIVATION1TIMEMANAGEMENTSTRATEGY1COORDINATETHESTUDYTIMETIMEISAKINDOFUNRECYCLABLERESOURCES,EVERYONESHOULDACCORDINGTOTHEOVERALLGOALS,MAKEOVERALLARRANGEMENTSFORTHETIME,ANDTHROUGHTHESTAGEOFTIMETOIMPLEMENTTHEREFORE,ONEVERYDAYACTIVITIES,TOALISTOFACTIVITIESPRIORITYLIST2EFFICIENTUSEOFTHEBESTTIMEINTHEDIFFERENTTIME,THEMOOD,PHYSICALANDINTELLECTUALSTATEOFMANISNOTTHESAME,THATISTOSAY,LEARNINGTIMEMAYBEDIFFERENTTHEREFORE,TOARRANGEDIFFERENTLEARNINGACTIVITIESINDIFFERENTTIME,SOTHATTHEMOSTEFFECTIVEUSEOFTHELEARNINGTIME1ACCORDINGTOTHEIROWNBIOLOGICALCLOCKTOARRANGELEARNINGACTIVITIES2STUDYACTIVITIESSHOULDBEARRANGEDACCORDINGTOTHECHANGEOFLEARNINGEFFICIENCYINONEWEEK3STUDYACTIVITIESSHOULDBEARRANGEDACCORDINGTOTHECHANGEOFLEARNINGEFFICIENCYINADAY4ACCORDINGTOTHEIROWNWORKSCHEDULETOARRANGELEARNINGACTIVITIES3FLEXIBLEUSEOFSPARETIMESPARETIMEISMOSTLYINEFFICIENTLEARNINGTIME,SUCHASAFTERSCHOOL,BEFOREANDAFTERMEALS,WAITINGFORTHEBUS,TRAVELBYBOATTHISTIMECANALSOBEUSEDFLEXIBLYFIRSTOFALL,YOUCANUSESPARETIMELEARNINGONTHECHORESSECONDLY,READSHORTARTICLESORREADNEWSPAPERSORMAGAZINES,BROADENTHEIRKNOWLEDGE,ORRECITEPOETRYANDFOREIGNWORDS,WHICHISACTUALLYEQUALTOTHEDECENTRALIZEDREVIEW,CANIMPROVETHEEFFICIENCYOFMEMORYINADDITION,FORDISCUSSIONANDCOMMUNICATION,TOCOMMUNICATEWITHOTHERS,COMMUNICATEWITHPEOPLEINARELAXEDATMOSPHERE,INSPIRETHEHELPOFCREATIVETHINKINGTWOEFFORTSTOMANAGESTRATEGIESSYSTEMATICLEARNINGREQUIRESALOTOFWILLEFFORTINORDERFORSTUDENTSTOMAINTAINTHEIRWILL,THEYNEEDTOCONSTANTLYENCOURAGESTUDENTSTOMOTIVATETHEMSELVES1STIMULATEINTRINSICMOTIVATIONINTEREST,CURIOSITYANDLEARNINGITSELFISAKINDOFIMPORTANTINTRINSICMOTIVATION,ITCANMAKEPEOPLECONTINUETOLEARN,THECOURAGETOOVERCOMEOBSTACLESANDMEETTHECHALLENGES,GETPLEASUREFROMLEARNINGACTIVITIESTHELEARNINGMOTIVATIONCANBESELFTRAINING2ESTABLISHABELIEFTHATYOUWILLLEARNTOMASTEREVERYONEWHENTHEYARELEARNINGWITHDIFFERENTPURPOSES,THESELEARNINGOBJECTIVESCANBEROUGHLYCLASSIFIEDINTOTWOCATEGORIESONEISTHEPURSUITOFGOODRESULTS,THESOCALLEDPERFORMANCEGOALSTHEOTHERISWHETHERTHEYPAYSPECIALATTENTIONTOGRASPTHESOCALLEDMASTERGOALINADDITIONTOTHEREALEXAMREFLECTSTHEIRABILITYLEVELANDMOREIMPORTANTISTOLETTHESTUDENTSTOSETUPANINTERNALSTANDARDTOMEASURETHEIRLEARNINGSUCCESS3CHOOSECHALLENGINGTASKSWHENCHOOSINGALEARNINGTASK,CHOOSETASKSWITHMODERATEDIFFICULTYTASKSWITHMODERATEDIFFICULTYAREMOREMOTIVATINGTHANTASKSTHATARETOOEAS