认知训练范文

认知训练范文（精选12篇）

认知训练 第1篇

认知是指人类获取并运用知识解决问题的求知活动和过程, 它主要包括注意、知觉、学习、思维和记忆。由于小学生的注意、思维、记忆等还没有发展到成熟, 所以开展训练与指导对小学生学习心理素质的发展, 起着举足轻重的作用。

一、注意力的特点与训练

低年级小学生的注意力持久性还很短, 所以教师在上课大约20分钟后, 要采用一些游戏等小学生感兴趣的事件把他们吸引回来。但是, 注意缺陷/多动症 (ADHD) 儿童的注意力问题相对较严重。他们做事冲动、注意力不集中、过度活跃、容易激动, 且难于为一个长期目标而努力。这使得ADHD儿童在学业上存在很大的困难。

针对小学生仍非常喜欢游戏, 所以在进行注意力训练的时候一定要使训练的内容有趣, 具体的方法有以下几种: (1) “哨兵”站岗:给小学生规定一个情景, 让小学生扮演“哨兵”站岗, 保持静站姿势, 坚持时间越长越好。每一次坚持的时间的增长都要给予一定的表扬或物质奖励, 这样可以发展小学生的肢体保持注意的能力。 (2) 鱼竿游戏:让小学生拿着鱼竿, 去钓指定的物体, 这样可以锻炼小学生的视觉注意的能力。 (3) 悄悄话:教师以悄悄话的形式告诉小学生一小段话, 让其也以悄悄话的形式告诉其他同学或教师, 事后检查其正确率。这样可以增长小学生的听觉注意能力。 (4) 倒数数:针对低年级小学生, 可以让他们从任意一个数字开始倒数, 高年级小学生可以让他们做减“3”或其它的倒减数, 这样可以培养小学生的专注力。 (5) 欣赏音乐:教师选择一首适合小学生的乐曲, 要求他们想象音乐中出现了哪些场景, 这可以既增强他们的注意力, 又培养了他们的想象力。

当然, 还有很多增强小学生注意力的方法, 但这些方法都应遵循一些基本的要求:如提供安静的环境, 交代任务时要明确具体, 活动的设计应该由简到繁循序渐进, 并选择他们感兴趣的方面入手。

二、思维的特点与训练

小学生思维发展的主要特点是在整个小学时期内, 小学生的思维逐步过渡到以抽象逻辑思维为主要形式, 但仍带有很大的具体性, 因此在教学过程中要多使用具体的教具。

对思维能力的训练主要有以下几种: (1) “为什么”训练法:经常在头脑中问几个为什么, 如“苹果为什么落在地上”, “天空为什么是蓝色的”等等, 研究表明大脑经常使用, 可以增加神经细胞突触间的联系, 使人变得更聪明。 (2) “一物多用”或“一题多解”训练法:寻找物体的非常规用法, 即举出一个物体让小学生尽量多地举出它的用处。例如, 钢笔不仅可以用来写字, 还可以用来压纸, 笔帽可以用来画圆, 笔尖可以用来扎孔等。这样可以打破思维定势, 减少功能固着, 增强小学生的创造性思维。另外一题多解也可以起到相同的效果。 (3) 推测训练法:让小学生对身边发生的事情的原因及发展情况进行推测, 如“某某同学为什么学习那么好”, 这样可以使小学生对事物因果发展规律有更好的掌握。 (4) 三思而后行训练法:教育专家研究表明, 聪明与不聪明的学生之间的一个重要区别就是, 聪明的学生在遇到问题时不是急于去做, 而是先去想这个问题应该怎么去做。而不聪明的同学则先动手做, 做不下去后才思考怎么去做。所以教师应训练学生在遇到问题时先思考, 后动手的能力。

三、记忆力的特点与训练

低年级的小学生尚未发展组织、精细加工等高级的记忆策略, 而且在复述策略的使用中也比较机械, 比如他们很少使用聚类来进行记忆。而对于高年级的小学生, 这些策略运用得到了很好的发展, 这时如果教育者根据最近发展区的观点对小学生进行一些超前, 同时又可以使他们在努力学习后可以掌握的记忆策略与技巧, 不仅可以促进他们记忆力的发展, 同时可以减轻小学生的负担, 留给他们更多的课余时间。

具体的训练方法有以下几种: (1) 找规律记忆法:给小学生呈现一系列的词语 (苹果、杜鹃、香蕉、黄鹂……) , 请同学们想一下用什么方法记忆效率最高。老师指导学生评价不同的记忆方法, 总结出规律记忆比机械记忆更有效。 (2) 谐音训练法:谐音法可以把枯燥乏味的数字或其他材料变为有意义的语言, 可以增强学生的记忆力, 减轻记忆负担。例如, 白求恩大夫生于1894年, 死于1939年, 可以记为“白求恩大夫一把 (18) 手术刀救死 (94) 扶伤, 自己却牺牲在三九 (39) 天”。 (3) 联想训练法:研究表明, 人们利用联想记忆比机械记忆效果更好, 尤其是运用新旧知识的联系, 对记忆新知识起着很大的促进作用。例如教师让学生从“木”开始联想到“雪”, 通过联想可得到:木—柴、柴—火、火—红、红—绿、绿—草、草—牛、牛—奶、奶—白、白—雪。 (4) 熟悉化:即把自己不熟悉的材料转化为自己熟悉的来记忆, 例如对这样一串无规律的数字:6458930……, 可以转化为生活作息时间, 我今天6点45起床, 8点上课, 9点30下课……。当然, 每个人都有自己的特点, 应注重个体差异。 (5) 尝试回忆:让小学生在学习记忆内容4遍左右后, 尝试着回忆, 能回忆出的, 在再学习中可以不再学习。这样既可以使大脑在记忆中处于积极的思维状态, 同时又减少了由于重复机械记忆所浪费的时间。

参考文献

[1]林崇德.《发展心理学》.浙江教育出版社.2002年5月.

[2]Sam Goldstein&Nacncy Mather《开发学习潜能》.中国轻工业出版社.2001年10月.

[3]林薇编著.《学习的烦恼—学习障碍儿童的心理与训练》.北京出版社.

[4]艾里克.J.马施大卫.A.沃尔夫著《儿童异常心理学》.暨南大学出版社.2004年5月.

[5]刘晓明、张明编著.《中小学心理健康教育》.东北师范大学出版社.2004年5月.

心的认知训练与解脱杂文随笔 第2篇

佛陀教法中禅观的特点，主要是训练心的直接感知能力，也即是强化无分别识，转换成无分别智，即“转识成智”，成为禅修者受持和修行解脱的目标。

佛陀指导我们，这项目标的完全开展、达成，以观察、覚知从自己身心里产生的如实状态，如在日常生活中，客观地觉知脚歩移动、呼吸、腹步的起伏等操作方法，以达到摄持自己身心目的，最终获得解脱的真实利益。而成为每位修行者及佛陀弟子们，终生贯彻的受持方式与生活艺术。

如果想达到此项神圣的修行解脱目标，有必要对我们的心，存在以下两个层面的状态，进行如实地把握显得非常重要。一方面，凡夫心对事物的感知太粗，太流于表层，不是真实的情况;另一方面，我们的心，由于有烦恼、妄想、执著的介入而不符合真实的见地，去观察、去感知事物的能力。尤其是初修学禅修的人，尽力避开力量强大的对境，当我们还没有力量调控烦恼、妄想、习气的时候，就不要深入产生烦恼等负能量的对境中去。如：小孩没有自制、自律、自覚能力的时候，就不要让接触很多现代文明产物，电脑、手机、各种刺激性较大的`娱乐，导致心性流散的环境中去。

在日用实践中，强化无分别识的直觉感知能力。针对所感知的呼吸质量发生变化时，能感知的主观心灵越来越敏锐、清晰、明历，从而，所感知的对境就趋向越来越真实，如此就愈加接近事物的本来而应有的状态。

认知训练 第3篇

【中图分类号】R·（ 【文献标识码】B【文章编号】1004-4949（2015）02-0065-01

轻度认知障碍（mild cognitive impairment， MCI）核心症状是认知功能的减退，复杂的日常生活能力可以有轻微损害[1]。国内外有研究报道，若对MCI患者采取积极有效措施干预其发展过程将有可能使老年性痴呆（Alzheimers disease，？AD）的发病率降低[2]。在本研究中，我们采用康复锻炼治疗轻度认知功能障碍，取得良好疗效，现报道如下。

1 资料与方法

1.1 研究对象

收集2012年01月～2014年08月浙江省淳安县第二人民内科门诊及住院的患者，按Petersen诊断标准[3]，但排除有中毒性脑病史、甲状腺功能减退史及抑郁症病史者。患者58例，其中女33例，男25例，文化程度均为初中以上，平均（54.14±7.43）岁，病程平均79.76±7.31 d；按随机数字表法随机分2组：对照组（30例）、康复锻炼治疗组（28例）。对入选所有患者试验前及结束后运用简易精神状态量表（MMSE）进行记录，所有资料数据采集、记录均由同一名医生完成。

1.2 研究方法

1.2.1康复锻炼组：每周训练5次，共治疗12周。康复训练的主要内容为①计算力训练：购买日常生活用品或计算100以内加减法，计算相应结果；②阅读训练：每日200字左右的文字内容，并针对内容进行评价分析；③定向力训练：空间包括居住所在社区、街道、楼层及房间号等，时间包括日、月、季节、上/下午等；④强化记忆训练：鼓励患者回忆往事，按时间顺序自述近3年来自己感受最重要、最深的2～3件事，可用书籍、物品、图画、照片、音乐等帮助回忆，以激发患者远期记忆；⑤体能训练：以训练后无不适为宜，根据患者身体状况可选择打太极拳、跳交际舞、慢跑、散步、种花等适合老年人的体能训练。此外，还应兼顾日常饮食、出行、更衣、用厕、叠衣、叠被、服药等。

1.2.2 对照组：不予任何干预措施。58例患者坚持完成试验，在观察期间所有患者生命体征平稳，无严重不良反应。

1.2.3 疗效评定：认知记忆疗效评定以MMSE 评分计算，治疗前和治疗3个月后各评定1次。

1.2.4 统计学分析

采用SPSS17.0统计软件进行分析，MMSE评分用中位数/四分位数法表示，两两比较采用Nemenyi检验，以P<0.05为差异具有统计学意义。

2 结果

二组患者12周后MMSE评定比较，康复锻炼组MMSE评分比对照组明显提高，差异均有统计学意义（P<0.05），而对照组MMSE评分前后比较均无显著差异（P>0.05），说明MCI患者认知功能未随时间推移出现自愈趋势（表1）。见 表1。

3 讨论

目前认为，认知功能障碍主要影响患者的认知功能，导致学习、记忆能力等下降，其发病机制系多方面因素导致中枢乙酰胆碱功能不足，包括兴奋性氨基酸和抑制性氨基酸比例失调[4]，神经系统老化损伤[5]，神经纤维慢性脱髓鞘炎症反应等[6]。根据患者认知障碍表现，MCI分为3个亚型，其中最为常见的亚型是遗忘型，以记忆损害为主，而其它认知功能相对完好。既往研究报道[7-9]，健康老年人AD的发展速度为2%～3%，而遗忘型MCI则以每年15%～20%的速度进展为AD。此外，Mayo Alzheimer's Disease Center研究报道，对患者进行为期15年的随访观察，发现8年后高达85%的比例进展为AD。本研究证实干预前后对照组MMSE评分比较均无显著差异，说明MCI患者认知功能未随时间推移出现自愈趋势。故如何早期积极干预MCI以延缓痴呆、降低痴呆的发病率的进展，已成为神经康复护理领域的研究热点。

目前家庭照料者缺乏对该疾病的照料常识，造成MCI患者得不到正规、系统的康复训练，这不仅给家庭和社会带来巨大的负担，而且也加速该病的进展。近年研究表明[10]，认知康复训练对发挥代偿记忆、增强患者的定向能力促进功能活动有明显的作用。《中国防治认知功能障碍专家共识》的制定[11]，也反映了目前学术界对这一领域的关注。本研究中，我们发现康复锻炼，主要包括阅读训练、计算力训练及定向力訓练等，3个月干预后MMSE评分均明显高于对照组的患者，与文献报道的结果基本一致[12]，故我认为认知训练能迅速改善疾病的临床表现，延缓疾病的进程，给本病的预防和治疗带来了一定的希望。

由此可见，康复锻炼对加强认知功能取得良好效果，认知功能明显提高，值得在老年人中推广应用。

参考文献

[1] Selkoe D J. Defining molecular targets top prevent Alzheimer disease[J]. Arch Neurol， 2009， 62（2）： 192-195.

[2] Martin R C， Annis S M， Aarling L Z， et al. Loss of calculation abilities inpatients with mild and moderate Alzheimer disease[J].Arch Neurol， 2013， 60（10）： 1585 -1589.

[3] Ganguli M， Dodge H， Shen C， et al. Mild cognitive impairment， amnestic type：an epidemiologic study[J]. Neurology， 2010， 63（1）： 115-121.

[4] Petersen R C， doody R， Kurz A， et al. Current concept in mild cognitive impairment[J]. Arch Neurol， 2008， 59（11）： 1985-1992.

[5] Riemen M， Lauten N， Wag S， et al. Cerebrospinal fluid and 42 proteins identify Alzheimer disease in subjects with mild cognitive impairment[J]. Arch Neurol， 2012， 59（11）： 1729-1734.

[6] Bozzali M， Filippi M， Magnani G， et al. The contribution of voxel based morpheme try in staging patients with mild cognitive impairment[J]. Neurology， 2006， 67（3）： 453-460.

[7] Roger N， Rosenberg M D. Translational research on the way to effective therapy for Alzheimer disease[J]. Arch Gen Psychiatry， 2011， 62（11）： 1186-1192.

[8] Mlly J ， Dinya E. Recover y of motor disability and spasticity in stroke after repettitv etranscr anial magnetic stimulation[J]. Brain Res Bull， 2008， 76（9）： 388 -395.

[9] Mar shall L， Helgad H， et al. Boosting slow oscillations during sleep potentiates memory[J]. Nature， 2006， 444（13）： 610- 613.

[10] Rsser N， Michka O， et al. Noninvasive brain stimulation improves language learning[J]. J Cogn Neurosci， 2008， 20（8）： 1415-1422.

[11] 李焰生. 中國防治认知功能障碍专家共识[J]. 中华内科杂志， 2006， 45（2）： 171-173.

认知训练 第4篇

1 资料与方法

1.1 一般资料

选取2012年5月～2014年11月因脑卒中致认知障碍的神经内科患者94例,并随机分为观察组和对照组各47例。其中观察组男31例,女16例,平均年龄为55.4±2.6岁,平均病程为8.6±1.5个月;对照组男32例,女15例,平均年龄为54.7±3.4岁,平均病程为9.4±2.3个月。两组患者性别、年龄、病程等一般资料差异无统计学意义(P>0.05),具有可比性。

1.2 康复训练方法

对照组仅给予常规康复训练,包含肢体姿势的摆放、异常姿势的控制、体位的变换转移、站立姿势训练、平衡能力训练、四肢功能训练及日常生活功能训练;观察组则在常规康复训练基础上进行认知康复训练:①注意力训练。根据患者的不同情况,制定由简单到复杂的分级训练过程,在其过程中要对患者注意力的稳定性、转移性及选择性等进行系统训练。②记忆力训练:通过调整自身因素和借助他人帮助以弥补患者记忆缺陷的部分,可对患者进行提示性记忆,或使用概括性语言及记忆辅助工具等,尽可能对患者的记忆起到唤醒和提示作用,最终起到加强记忆的作用[2,3]。③计算力训练。训练内容涵盖患者对数字的概念、算术概念及算术法则的理解,在此基础上对患者进行心算、估算及生活理财计算能力的训练。④思维能力训练。在训练过程中根据患者情况适当做一些简单的分析、推理及判断问题的训练,合理安排患者的用脑时间,有针对性地训练患者的思维能力[4]。⑤知觉障碍训练。加强患者对躯体方位感、空间感、失认和失用等方面的训练,强化对躯体方位的记忆和辨别,增强患者对空间立体感在大脑中的构建,通过故事情节的方式对患者进行失认和失用训练,促使患者对失认和失用的事物有直观了解,并加强对这一事物的认识与使用[5,6]。

1.3 观察指标

1.3.1 评价标准

采用中文版NCSE评测表,其中包括8个方面的评定:①意识水平15分;②注意力10分;③语言能力15分;④记忆能力15分;⑤推理能力15分;⑥定向能力10分;⑦计算能力10分;⑧空间结构能力10分;总分为100分,<65分可评定患者存在认知障碍。根据治疗后评定的分值评价恢复效果、拟定评价标准:65～74分为效果不佳;75～89分为效果良好;>90分为效果显著[7,8]。

1.3.2 满意度

采用自拟满意度调查表调查患者及家属康复训练效果的满意程度,共分为非常满意、满意、不满意三个等级,并将非常满意、满意纳入满意率的计算。

1.4 统计方法

计量资料以均值加减标准差()表示,两组间均值比较采用独立样本t/t’检验;计数资料以频数(f)和率值或构成比(P)表示,无序分类资料采用Pearsonχ2检验,四格表资料改用Fisher确切概率法,均由SPSS 16.0统计软件进行统计分析;有序分类资料以频数(f)和平均Ridit值()表示,采用Ridit分析,由DPS 7.05统计软件进行统计分析。α=0.05。

2 结果

2.1 恢复效果经统计学分析,观察组恢复效果显著优于对照组,差异有统计学意义(P<0.05)。见表1。

注:与对照组比较,①P<0.05

2.2 满意度

观察组满意率为91.49%,对照组满意率为76.60%;两组满意率差异有统计学意义(P<0.05),观察组显著高于对照组。见表2。

注:与对照组比较,①P<0.05

3 讨论

近年对脑卒中后认知障碍的康复研究表明,脑卒中后患者的大脑仍具有很强的可塑性及完整的重组功能,大脑的可塑性理论基础为脑卒中患者后期的康复训练提供了非常可靠的依据,康复训练也为大脑的再学习创造了机会[9]。认知障碍康复训练可以影响神经细胞再生,使断开的神经形成新的联系,从而形成新的神经反射活动,其康复机制是恢复大脑皮层的损伤区域和大脑的营养供应,在此基础上加强大脑皮层的活动能力,改善神经系统的反应性及兴奋性,以此促进脑组织损伤后的功能重建[10]。

总之,认知康复训练可不同程度提高患者的运动能力及认知能力,由于在训练过程中取得的进步及得到的鼓励使患者对自身康复的信心增强,来自病痛的不良情绪得到了极大改善,精神障碍亦一一缓解,因此能以更加积极的心态配合医生的康复训练,并主动坚持训练与复习,从而使患者病情得到更进一步的好转,在此基础上形成一个良性循环,故在得到患者配合的同时也获得了家属的支持,最终促进了患者的全面康复,值得临床推广应用。

摘要：目的:探讨认知康复训练对脑卒中后认知障碍的恢复效果。方法:将94例脑卒中后认知障碍患者随机分为观察组(47例)和对照组(47例),对照组仅给予常规康复训练(肢体姿势摆放、异常姿势控制、体位变换转移、站立姿势训练、平衡能力训练、四肢功能训练、日常生活功能训练),观察组则在常规康复训练基础上进行认知康复训练,采用NCSE评分评价两组患者的恢复效果。结果:治疗后,观察组的恢复效果显著优于对照组(P<0.05),患者及家属的满意度亦显著高于对照组(P<0.05)。结论:认知康复训练可有效促进脑卒中后认知障碍患者的恢复,效果显著,值得临床推广应用。

关键词：脑卒中,认知障碍,认知康复训练,效果,满意度

参考文献

[1]蔡雨龙,陈立典.脑卒中后认知障碍的康复研究现状[J].按摩与康复医学,2011,2(6):62-63.

[2]安霞娟.脑卒中患者的康复训练[J].中外健康文摘,2012,9(21):185-186.

[3]张芳,程晓荣.认知训练对脑卒中后认知障碍患者运动功能恢复的影响[J].中华物理医学与康复杂志,2014,36(9):722-723.

[4]郑琳,李贞兰,邢影,等.早期功能训练和认知功能训练对脑卒中康复的作用[J].吉林医学,2013,34(8):1505-1506.

[5]陈建伟,许红梅,陈晓琳,等.早期认知功能训练对脑卒中康复的作用[J].中华护理杂志,2012,47(3):201-203.

[6]李群.早期认知功能训练对脑卒中康复的效果观察[J].医学信息,2014,(17):318-319.

[7]刘书芳,倪朝民,韩瑞,等.认知干预对社区脑卒中患者认知障碍的影响[J].中华物理医学与康复杂志,2006,28(12):814-817.

[8]李雨峰,郑靖洁,彭博,等.脑梗死患者认知障碍与日常生活能力的相关性研究[J].实用医院临床杂志,2014,11(5):33-35.

[9]李芙英.血管性认知障碍的治疗与康复新进展[J].中国康复,2012,27(5):379-381.

班组长角色认知及胜任能力素质训练 第5篇

【课程收益】

1.清晰的认知班组长在企业中的角色定位和作用

2.改善和训练班组长的心理行为方式

3.提升班组长的职业精神意识和执行能力

4.提升班组长现场改善能力、降低现场管理成本、提升现场管理效益

5.成为一名出色的班组长

【课程大纲】（公开课2天，内训课建议3-5天）

一、班组长的职业角色分析与认知

1.管理者的心态决定职业观

2.管理者应具备的职业观和责任

3.珍惜现在、把握机遇、铺就成功基石

二、班组长的岗位角色分析与认知

1.班组长岗位关系分析及在企业中的定位

2.班组长的角色及行为的分析与认知

3.班组长在企业中的地位与作用

4.班组长的职责

三、班组长履岗能力训炼

1.提高专业水平

 如何处理解决班组生产中一般的技术问题；

 对于较大问题，怎样正确做出判断并向上级或技术人员提供建议；  如何指导和培训员工。

2.加强自我管理

 客观地认识自己、评价自己；

 有明确的职业生涯规划，并为之做出坚持不懈的努力；

 具有正确的角色意识，能履行自己的角色任务；

 正确面对挫折、压力，保持乐观积极的工作心态；

 怎样合理安排时间，有条不紊地安排工作和生活。

3.培养领导艺术

 如何与人沟通，协调班组内外关系；

 怎样构筑团队，使班组成员上下一心，团结协作；

 如何激励，调动他人的工作主动性和积极性；修炼把员工的“要我去做”变成“我要去做” 的领导艺术

 如何发现问题、分析问题、解决问题；

 怎样打破思维框框，创造性解决问题。

4.提升班组管理能力

 如何根据车间生产计划编制班组生产作业计划；

 怎样参与修定或改善本班组的作业指导书或操作规范；

 怎样组织召开班组各种会议；

 怎样督导员工完成任务；

 如何执行和落实规章制度；

 如何因地制宜、因人而异，组织形式多样的班组岗位培训，不断提高员工技能水平；

 如何进行班组常用应用文写作，一般应用文写作的方法。

 介绍班组质量管理、班组安全管理、班组5S管理、班组成本控制。

四、班组长心理行为训练

1.认准目标，不轻言放弃，即使困难重重；

2.遇到困难与问题，如何积极寻找解决办法，不推卸责任，不怨天尤人；

3.正确认识自己的优点和缺点，不妄自菲薄，也不盲目自大；

4.遇到再大的困难，也不悲观失望，办法总比困难多；

5.怎样与人合作，提升团队意识与作风；

6.关注工作，而不是关注个人所得报酬的多少；

7.凡事积极主动，把握自己的愿望和命运，而不是消极等待；

8.对生活和工作充满热情和希望，相信自己能做的更好。

五、班组长职业道德训练

1.加强班组职业道德建设的重要性

2.班组职业道德建设对班组建设的促进作用

3.认清新形式下班组道德建设的新思路

 班组职业道德建设要同岗位实际相结合 班组职业道德建设要同班组制度建设相结合 班组职业道德建设要同完善监督机制相结合 将班组职业道德建设作为塑造企业形象的关键要素来抓

4.做一名有良好职业道德的班组长

 在实践中学习

 在自我修养中提高

 在岗位工作中强化---内化、外化、积功德

六、班组长健康意识训练

1.生理健康

2.心理健康

3.能力健康

4.道德健康

【主讲老师】

杨庆德：培训师、SYB培训师、经济师。

近十年的企业管理及培训经验。在某大型企业及合资企业任职多年，历任车间主任、三厂厂长、副总经理，享有近十年的企业实战管理经验。培训方面追求理论的理性认知，即将复杂的问题简单化。结合自身实战经验的传授与分享和通过贴近学员身边的案例分析及配合课程内容穿插相关有针对性的参与性互动和现场情景模拟，避免单纯、枯燥的讲与听，全方位调动学员的学习积极性、主动性，已达到快乐学习之目的。并致力于在快乐学习的培训过程中整合形成现代企业的团队意识、竞争意识、沟通推销意识和管理服务意识。

教学风格重参与、互动、实操；风趣幽默、积极开放、知识宽泛、深入浅出、形式多样；奉行快乐学习的理念。通过快乐学习的形式使学员能够实现对自己已有的知识、经验和认知等方面的沉淀进行感悟和提炼，达成动心、开释、启悟之效果。从而影响和改善其行为，进而影响和改善其工作质量和生活质量。已达到学后要有新行为，实现“学而时习之，不亦悦乎。”的效果和目的，深受客户和同行们的好评。先后担任多所大学《管理学》、《市场营销》等专业的客座教授和担当多家企业及培训机构的高级培训师。现任三家企业董事及劳动和社会保障部门创业咨询专家委员会成员和市场营销协会、兵团新型工业化建设管理人才专家库成员

【近期服务过的企业】

国电、华电、中石油、农业银行、麦克维尔、新赛股份、银隆国际、南航等。

培训师：杨庆德沟通咨询方式

电话：***、***

邮箱：1399923786@qq.com、eyqd@sina.com

认知训练 第6篇

【关键词】高中英语 阅读教学 元认知策略

元认知是指认知主体对自身的认知，包括心理状态、能力、任务和目标等，也包括对各种认知活动的计划、评价等，是关于认知的认知，元认知策略可以分为计划策略、监控策略、调节策略和评价策略，其作用主要是促进学生学会学习，可以协调多种学习策略，所以也被称为调控策略。

一、元认知策略的重要性

一直以来高中英语阅读教学总是受到种种因素的制约，比如在教学中总是过分地强调语法和词汇，而没有指导好学生采取有效的学习策略来培养起学生的实际语言运用能力，或者过分重视课堂教学中教师的权威地位和教材的权威性，而忽略了学生的自主意识和创新思维的培养。

在新课标中对学生英语阅读学习提出了新要求，学生不仅应当能够通过联想来搭建起相关知识的联系，合理运用推理、归纳等逻辑方法来对问题进行分析和解决，还应当具备一定的自我评价和自我调控能力，这和元认知策略的出发点是一致的，因为通过元认知策略可以使一个人对自己的思维以及活动产生认知、调节以及监控，从一定程度上优化了高中阅读的教学模式，有效地增强了学生的高中英语阅读能力。

二、在高中英语阅读中元认知策略的应用

1.阅读前的准备计划。在开展英语阅读前，教师应当明确阅读的相关要求，制定好阅读计划，一般来说，根据文体和阅读目的的不同，所采用的阅读方法和策略也就不同。为了使英语阅读教学的顺利开展，教师还可以设计一些热身小训练，让学生先了解关于阅读材料的来源和背景的相关信息，当然，教师也应当巧妙地设置问题，以保证在进行阅读时及时地提问学生，了解学生对该阅读材料的认识与态度，维持学生对接下来的阅读教学的兴趣和好奇。

2.阅读过程中的自我监控和调节。在阅读过程中，教师根据元认知策略，来指导学生进行自我监控和调节，比如让学生在进行阅读时控制时间和速度，对阅读中的材料能及时地进行自我提问等，以促进学生对英语阅读的理解和增强阅读效果。

监控可以分为方向监控和过程监控。其中，方向监控是指在学生已经对阅读目的有一定的了解之后，来选择有效的阅读方式，比如粗读、精读、跳读、略读等，并且根据阅读材料的体裁特点，从全文出发来探讨作者的写作意图。比如在写英语阅读时经常会都要求找主题句，对于说明文或议论文而言，其主题句一般位于文章首段或者文章末段，而新闻题材文章的主旨句则位于首段。过程监控和方向监控的不同在于，过程监控是对阅读深度的监控，比如前文所提到的自我提问，在进行阅读时如果学生能对自己所接收到的内容来进行自我提问，不仅可以有效地检验出学生对该内容的理解程度，还可以锻炼学生的独立思考解决问题的能力，避免了学生不良阅读行为的产生。

3.阅读结束后的自我评价。教师可以通过学生的自我评价来分析阅读目的是否达到以及学生对此的理解程度，及时做好总结，为下次开展阅读教学提供参考意见。一般来说，自我评价可以从以下方面进行：（1）自己对阅读材料的理解程度；（2）自己对该文章的看法是否赞同，有没有自己的想法；（3）自主评价是否已经达到了阅读目的；（4）通过对该材料的阅读有何收获；（5）发现自己在英语阅读上的弱点，并思考改进方法。

三、在高中英语阅读中进行有效的元认知策略训练

1.要在高中英语阅读教学中，培养起学生的元认知能力，首先，要为学生进行元认知学习创造环境，比如在制定阅读计划的时候，应当教师、学生一起参与，才能做到制定的阅读计划符合学生的发展特点，执行之后要及时地让学生对阅读效果进行反馈，进而营造出一个良好的元认知氛围。一般来说，在制定相关的学习目标和计划的时候，学习者对学习目标以及计划的认知越清晰，对自己的进步检测就越明显。

2.要注重学生对元认知策略的情感体验，这要求教师要合理地采用相关策略来帮助学生应用元认知技巧，比如在关于如何构建元认知结构的问题中，教师可以在已经向学生讲清楚了元认知策略的相关知识之后，自己做元认知策略的示范，像在进行阅读时自我提问，加强学生对元认知策略的体验。

3.要对学生如何进行自我监控和评价进行指导，前者使得学生在进行自我监控之后，可以及时发现自己在阅读过程中所发生的问题，并采取改正措施，后者使得学生能对自己是否完全理解了阅读材料进行检测，并对自己在这一过程中的体验进行评估，发挥学生的主动性和自觉性。

四、总结

综上，教师通过适当有效地运用元认知策略，对学生元认知能力进行培养，可以促进学生注意力、理解力和记忆力的发展，增强学生的自主阅读能力，发挥出其学习的主动性和自觉性，并最终达到阅读成绩有所提高的根本目的。

参考文献：

[1]侯福超.元认知策略在高中英语阅读教学中的应用途径[J].中学生英语（外语教学与研究），2014，（1）：32-32.

[2]刘明霞.元认知策略培训高中英语阅读的实证研究[J].甘肃高师学报，2012，17（2）：140-142.

高三生物复习引入元认知训练的实践 第7篇

一、介绍元认知知识, 培养学生的元认知意识

对于学生来说, 元认知是一个陌生的概念, 元认知训练是一个以前从未听说的“新生”训练过程。所以, 在复习之初, 对学生就元认知的相关知识等应作大致的介绍, 主要包括下列几方面的内容:

1. 元认知的一般知识。

让学生理解元认知的最一般知识, 是培养学生元认知的前提。在实践过程中, 笔者把元认知的概念、内涵等基本知识整理成便于学生学习的小讲义分发给学生, 让学生在课外阅读, 然后再在课堂上讲解。讲解时着重对元认知在学习中的作用作重点阐述, 让学生深刻领会元认知的强大功能, 牢固树立元认知训练的坚定信心。

2. 生物学方面的元认知知识。

这部分的介绍主要包括生物学的学习特点、教材各章节的特点及各知识点的学习目标等。教材各章节有其自身的特点和规律, 也有紧密的联系, 把握他们的本质, 弄清他们的关系, 便于更深的理解和把握。而各章节在高考大纲中又有明确的考查目标, 有了明确的复习目标, 可以减少学生的盲目性, 增强学生的自觉性和主动性, 便于自我检查学习情况并及时调整学习过程。

3. 通用的学习策略。

学习策略是指学习者在学习活动中有效学习的程序、规则、方法、技巧及调控方式。针对生物学的学科特点, 笔者着重向学生介绍了记忆的过程、遗忘的一般规律、问题解决的过程、非智力因素的作用、学习的信息加工流程、建构主义基本思想等。通过这些心理学知识的介绍, 让学生了解学习的过程、规律和方法, 为自身的学习提供理论指导。

二、进行元认知训练, 提高学生的元认知能力

笔者在进行训练之初, 首先对学生进行能力测量, 再针对不同学生的特点, 采取不同的训练手段, 主要有以下几种:

1. 自我提问法。

根据认知活动过程, 笔者设计了“每日自我提问单”和“每题自我提问单”。这些提问单向学生提供了一系列启发问题, 让学生在问题解决的各个阶段自我观察、自我监控、自我评价。在“每日自我提问单”的训练过程中, 针对不同时期采取的要求也有所侧重:开始阶段, 笔者要求每个学生完成提问单的填写;一个月后, 要求学生口头向老师汇报;两个月后, 要求学生能够自觉进行自我提问, 老师只抽查个别同学了解自我提问单在学习过程中的执行情况。

2. 结果检查法。

针对学习过程反馈性差、总结性差的学生, 笔者采取了结果检查法, 强化了对其学习结果的检查。强化结果检查, 可以让学生养成从结果中寻找自我调控方法的习惯, 从成功中提炼优势, 从失败中吸取教训。训练时, 设计了“每题自我反思单”和“错题自我反思单”, 从解题过程和结果剖析两个角度进行训练。具体方案: (1) 教师立案。教师在批改学生作业时, 在学生的作业本上圈出错误之处, 以便学生有针对性地思考。 (2) 师生交流。与学生面谈交流探讨, 帮助其分析错误的原因, 引导学生如何对自己的错题进行反思。 (3) 学生反思。学生将失误内容与原因记录到错题本上, 对照“错题自我反思单”进行自查反思。 (4) 定期复查。按照遗忘的“先快后慢”规律, 要求学生在反思后当天、第二天、一周后、半个月后各复习一次, 并经常督促学生复查。

3. 强化体验法。

对于缺乏学习主动性的学生, 根据决定学生学习行为动机的重要因素——目标价值性入手, 帮助学生确立正确的学习目标, 让他们对生物感兴趣, 只有学生感兴趣的内容或他们认为有用的内容, 才能诱发他们学习的积极性和主动性。例如, 笔者将糖尿病患者和正常人的尿液化验单呈现在学生面前, 让他们作为医生来诊断, 并对糖尿病患者提出合理的饮食建议。

4. 目标管理法。

在复习过程中应该引导学生确立明确的学习目标, 并有效地使用目标对学生进行激励。训练时, 笔者首先尝试了要求学生对阶段性学习任务设定目标, 然后全力以赴地去实现目标, 并不时地检查实现目标的情况。在每次测试之后要求学生填写“目理管理单”, 包括学习目标成绩、完成成绩、存在问题、经验教训、下一目标成绩等。让学生自己选择在班内与自己相差5名的学生, 每两个学生为一组进行竞争, 利用学生求胜心强的心理进行目标管理。

三、利用课堂教学机会, 增加学生的元认知体验

元认知不仅包括学习方法和策略的选择、学习过程的优化、学习结果的检查和修正等认知因素的调控, 而且还包括对学习兴趣、态度、动机水平、注意程度、情绪状态等非认知因素的调控。对于非认知因素的调控, 元认知体验则是最活跃的因素, 它可以为调节活动提供必需的信息, 也能够对其他因素产生强烈影响。复习过程中通过创设一定情境, 为学生提供一个学习、表达、展示及应用各种学习策略的机会, 提高学习的主动性和自觉性。例如, 在进行遗传专题复习时, 请学习能力较强的学生将他们的解题过程展示出来, 这样不仅为学习能力较差的学生提供了一个学习的机会, 也使这些学生的学习策略应用水平能得到其他同学的评价, 通过这样的交流、反馈及自省过程, 不仅可以提高学生的元认知水平, 也可以提高学习的积极性, 从而提高学习效率。

新课标英语词汇认知策略训练研究 第8篇

中学新《英语课程标准》中明确提出了每一级学生应掌握的词汇及习惯用语在数量上和使用上的要求, 长期以来, 中学生学习词汇就是机械背诵, 忽视其他认知策略的应用。而学习策略是综合语言能力形成的基础之一, 是提高学习效率、发展自主学习能力的保证 (国家教育部2001) 。Holec (1981) 提出学校应该设立两个教学目标:一是帮助学生获得语言和交际技能;二是帮助学生获得自主, 即学会如何学习。策略训练的目的就是使学生充分认识到策略的重要性, 帮助他们探索如何更有效地学习, 以便最终实现学习自主。掌握词汇学习认知策略将有助于学生在有限的学习时间内达到良好的学习效果。

二、理论依据

O'Malley和Chamot (1990) 将“认知”定义为学习者赖以获得知识和概念的识别、记忆和理解等过程。他们将词汇认知策略分为死记硬背、上下文、分类、联想、意向、查词典、猜测、词形分析和活用等。根据中学生的实际情况和特点, 本文主要对四种词汇认知策略开展讨论, 这四种策略是 (1) 分类策略; (2) 上下文策略; (3) 查字典策略; (4) 词形分析策略。

Cohen在《学习和运用第二语言的策略》 (1998) 一书中推出了以策略为基础的外语教学模式。在课堂上教师对可能有用的策略进行描述、示范并举例说明;引导小组或全班的学生对策略进行讨论;把策略与日常的课堂材料结合在一起, 以明确或隐含的方式将策略融进语言教学, 为学生提供语境化的策略练习。笔者的训练基本以此为模式, 策略训练和教学同时展开。

训练主要包括三方面, 一是提高学生使用上述认知策略的意识;二是训练学生实际运用这四种认知策略的能力;三是以pair work, story-telling, games, reading等形式组织学生进行词汇复习, 进一步活用词汇认知策略, 以巩固学习成果。

三、训练过程

分类记忆单词有利于提高词汇知识的质。研究表明, 10岁左右的儿童就开始能自发地使用分类策略, 经过训练可以使学生学会在更高的水平上使用分类策略。词汇分类策略训练主要在教学时指导学生按不同标准进行单词归类, 以加强记忆。

许多学生习惯于死记硬背, 不会在上下文中学习单词, 更不善于通过应用来学习, 因此帮助学生了解、运用上下文策略是非常必要的。教学中有意识地渗透此项策略, 引导学生记住单词出现的句子, 记住单词出现的上下文, 以培养学生的语用能力。

查词典策略的运用有助于掌握词汇。学生可以从词典中得到对某个单词全面、准确的理解。词典不仅提供发音、用法等多方面信息, 而且提供精辟的例句。通过查词典, 在具体语境中记住词的多种意义和用法。运用查词典策略, 学生不仅对词汇有了较全面的了解, 而且激发了学习兴趣。

词形分析主要运用语音学知识或构词法记忆单词。利用词形分析策略训练学生记单词, 有助于提高记忆效率。

四、结果与讨论

研究结果表明对中学生进行词汇认知策略训练是必要的、可行的, 是提高英语水平的有效途径。词汇策略训练对学习者策略的使用有明显的帮助, 对英语成绩的提高也有显著影响。

同时表明, 好学生平时学习词汇时使用词汇策略的程度高于其他学生。好学生倾向于使用查词典和上下文策略;除了死记硬背, 学困生倾向于使用词形和分类策略。好学生和学困生偏向于不同的词汇认知策略, 这表明教师在词汇策略训练和教学中, 既要考虑教学共性问题, 又要考虑学习者个体差异, 进行分层教育。当然, 学生根据自身特点掌握相应的认知策略的过程是动态的, 变化的。

根据艾宾浩斯遗忘曲线, 词汇策略的训练过程中要辅有大量的复习巩固。练习内容要根据中学生的特点, 结合教学要求, 在巩固词汇的同时, 增强学生的语用能力。

词汇认知策略的训练并非一蹴而就的事情, 而是一个循序渐进、长期积累的过程。可以预计, 学生对认知策略的运用会越来越多, 越来越熟练, 效果也会越来越好的。

摘要：本文研究了对中学生进行词汇认知的策略训练。结果表明:对中学生进行词汇认知策略训练不但是必要而且是可行的;词汇认知策略将会得到中学生广泛的认同和使用, 其效果也会更好。

关键词：新课标,词汇认知策略,Cohen策略训练模式

参考文献

[1].陆国强.现代英语词汇学.上海外语教育出版社, 1983.

[2].教育部.普通高中英语课程标准 (实验) .人民教育出版社, 2003.

[3].王笃勤.英语教学策略论.外语教学与研究出版社, 2002.

认知训练 第9篇

1 研究方法

1 .1 文献资料法

查阅有关元认知、元认知训练以及篮球教学相关的资料。

1.2 实验法

以广州市荔湾区四中聚贤中学80名初二学生作为研究对象,实验组和对照组各40名。实验组的常规篮球教学中融入元认知训练,对照组则进行常规教学。并使用《元认知量表》(由董奇的《元认知量表》改编)和《教育部“体育、艺术2+1项目”体育技能标准》在实验前后进行测试,对所测数据进行分析,来验证实验效果。

2 初中篮球教学中元认知训练的方案

2 .1 初中篮球教学中元认知训练的任务

在篮球教学中融入元认知训练,提高初中生学习篮球技术的能力,使学生能够合理设定学习目标,有效选择学习方法,适时检查学习状况;在学习中能调控好自己的情绪、意志和行为表现,能根据学习进程及时调整学习策略,并针对困难寻求有效帮助;使学生能够评价自己的学习过程和结果,并总结自己的学习经验。

2 .2 初中篮球教学中元认知训练的内容

元认知由元认知知识、元认知体验和元认知监控三部分组成[2]。那么,从上述三个部分出发,元认知训练内容具体安排如下:

元认知知识方面,包括对个人运动能力和技能学习水平的认知,对篮球技能的作用、动作要领和练习方法的认知,对篮球技能学习策略的认知。

元认知体验方面,包括积极主动完成篮球学习任务的态度,在篮球学习和练习遇到困难或挫折时对情绪的调控方法,克服身体疲劳和心理压力的意志品质。

元认知监控方面,要培养学生如何制定学习篮球技能的计划,检查自己执行计划的情况,对计划中不适宜的方法和步骤进行调整。

2 . 3 初中篮球教学中元认知训练的方法

在实践中教育者们总结了多种元认知训练方法,其中归纳了一些较为常用的,主要有目标学习训练法、自我提问法、知识传授法、他人提问法、出声思维法等[3]。本研究根据初中篮球教学特点和前人研究的经验总结,主要选取了知识传授法、出声思维法和自我提问法。

2.3.1 知识传授法

在元认知训练前,学生对元认知并不了解,随在以往学习中用到过元认知,但对此并不知情。通过知识传授法,让学生知道元认知的意义、概念、构成以及训练方法,了解个人的学习特点和能力,并懂得如何运用元认知学习篮球技能,从而培养学生的元认知意识。由于元认知理论比较抽象,初中生理解起来比较困难,因此在讲授时要多用事例来阐明理论,使学生更容易接受。

2.3.2 出声思维法

元认知活动是内在的心理活动,很难被观察到,但它是与具体活动相联系的。那么,通过语言描述出元认知的思维活动,可以有效的增强学生对他人或自己认识过程的意识[4]。例如下面所选取的教学片段:

请大家看一下老师在学习投篮技术时是怎样思考的,然后大家按照老师的思考方式来想出自己的学习计划。(此时,教师向学生说出自己的思考过程,并引导学生按要求进行思考)所述思考过程如下:

(1)所学新动作可以分为那几部分?(投篮分持球、动作姿势、用力顺序……)

(2)每部分的要领是什么?(投篮持球,持球手在球后下方,扶球手在球侧……)

(3)我能理解并做出这些动作吗?(进行动作尝试)

(4)回想一下以前学习技术动作的方法。(心理表象法、反复练习法、观摩影像法……)

(5)那些方法可以帮助本次新动作的学习,找出最有效的方法。

(6)在新动作学习中遇到困难怎么解决?(个人探究,或寻求帮助……)

2.3.3 自我提问法

在篮球教学中用一系列的问题供学生预设、检查和评价自己的学习过程,并解决学习中的问题,对提高学生的反思能力和解决问题能力有很大的帮助。例如,在学习投篮之前自问:我该怎么安排我的学习计划?遇到学习困难该怎么办?在学习投篮过程中再对自己提问:当前的学习有没有偏离目标?我的学习步骤或方法需要调整吗?在学习投篮结束后反思:掌握投篮技术到了什么程度?在学习中的哪些方法更有效?在学习过程中的各个阶段有针对性的对自己提问,逐渐提高自我学习的能力。

2.3.4 初中篮球教学中元认知训练的过程

本研究的元认知训练安排在12周的篮球教学中,前8周分4个阶段来培养学生的元认知能力,各阶段所安排的任务依次为:(1)了解元认知和篮球的理论知识,培养元认知计划能力;(2)培养元认知监控能力;(3)训练元认知调节能力;(4)获得评价和反思的能力。后4周通过综合应用元认知计划、监控、调节、评价和反思的能力来进一步巩固和提高学生的元认知水平。

3 初中篮球教学中元认知训练的效果

3 . 1 实验组和对照组学生元认知水平的对比分析

如表1所示,两组学生元认知的初始水平无显著性差异(P>0.05),水平相当,符合等组对照的要求。实验后测结果对比显示,两组学生的元认知水平具有非常显著的差异(P<0.01),实验组的元认知水平明显高于对照组。此外,实验组前后所测成绩也呈非常显著性的差异(P<0.01),而对照组则无显著性差异(P>0.05)。以上结果表明,本研究所进行的元认知训练能促进学生元认知能力的提高。

3 . 2 实验组和对照组学生篮球技术水平的对比分析

如表2所示,两组学生的各项篮球技术前测成绩均无显著性差异(P>0.05),表明两组学生篮球技术的初始水平是均衡的。两组学生各项技术的前后测试成绩均呈现非常显著性的差异(P<0.01),而实验组的后测成绩明显高过对照组(P<0.01)。以上结果表明,两组学生的篮球技术水平都有提高,但实验组学生提高的幅度更大。

4 结论

本研究所设计的元认知训练方案具有一定的可行性,能提高初中生的元认知水平,帮助初中生更好的掌握篮球技能,提高学生的篮球技术水平。初中篮球教学融入元认知训练是对灌注式教学的一个完善,改变了学生被动接受学习的习惯,能够帮助学生提高自主学习的能力。

摘要：篮球是初中生非常喜爱的一项运动,帮助学生熟练掌握篮球技能,可以为学生经常从事篮球运动打下良好基础。本研究通过文献资料法综合分析前人研究的理论成果,并结合初中生体育学习的情况设计出元认知训练方案,然后在一个班的篮球教学中进行实验,实验结果表明:本研究所设计的元认知训练方案是可行的,能促进初中生元认知水平的提高,促使初中生更好的掌握篮球技能,从而提高学生的篮球运动水平,为学生从事篮球运动打下良好基础。

认知训练 第10篇

Listening comprehension has been one of the main focuses of English as a Foreign Language ( EFL) teaching for a long time. Although more and more foreign language learners have a gradually increasing acceptance of the importance of listening comprehension, as a EFL, the teaching of listening comprehension keeps a quite ignored and poorly taught aspect of English in many English classes.

II. Theoretical Foundation

Meta - cognitive strategy refers to a series of activities that control, monitor and manage their thinking and learning. It is not only a kind of strategy itself but also a strategy which is in charge of other strategies.

According to Flavell and Brown, it can be simply defined as“thinking about thinking”or “cognition about cognition” ( Flavell, 1979 ) . In Flavell’s article, meta - cognition was defined more specifically: “Meta - cognition is usually defined as knowledge and cognition about cognitive objects, that is, anything cognitive” ( Flavell, 1987) .

In the research the strategy, different scholars hold different ideas about the classification of meta - cognitive strategy. But the essence is the same. Oxford ( 1989) thinks meta - cognitive strategy mainly divided into three categories: holding on the importance, planning study and evaluating learning. Among them, holding on the importance mainly includes connecting and understanding the new obtains information and having got information and concentrating their attention.

III. The Effects of Meta - cognitive Strategy Training on the Improvement of Listening Comprehension

The kind of training can contribute to the development of students’listening proficiency and their language proficiency. It is also supposed that with a high self - efficiency achieved in the process, students will be more conscious, autonomous and efficient use of their collection of learning strategies for further improvement in learning. Therefore, the meta - cognitive strategy training is to improve the students’listening ability more effectively than the regular instruction.

Meta - cognitive strategy training had a positive effect on the experimental group. It can also be known that the meta - cognitive strategy training is effective to improve the students’listening ability. Meta - cognitive strategy and listening comprehension have close relationship in the process of listening. It also proves the meta - cognitive - based strategy training is more effective in improving the students ’ listening proficiency than the regular listening instruction.

III. Conclusion

Meta - cognitive - based strategy training instruction equipped students with scientific and systematical way to learn autonomously. The paper has shown that strategy training enables English learners to improve their listening performance and enhance their awareness of using the related strategy in their daily study. The training combining cognitive strategies with meta - cognitive strategies has better effect than the training conducted in a separate way and by this only cognitive strategies training is meant.

参考文献

[2]Flavell, J.H.Metacognition aspects of problem-solving.In Resnick L.B. (Eds.) , The Nature of Intelligence.Hillsdale, NJ:Lawrence Erlbaum Associates, 1976.

认知训练 第11篇

关键词 语言文字训练 学生情感认知 情感引领

中图分类号：G623.2 文献标识码：A

在语文教育过程中，语言文字训练不应该离开情感认知体验。那么，该怎么调动情感因素为语文教学服务呢？笔者认为需要凭借教材中的情感因素，引导同学们感知体悟，激励学生表情达意，达到丰富学生的情感，培养学生阅读能力，养成良好的情感品质，较好地实施素质教育的目的。接下来就以苏教版教材一下教材中的《放小鸟》一课为例，谈谈如何架起语文学习与情感认知的桥梁，实现教学中的情感引领。

1 研读教材，确定语文文字与学生情感认知的交融点

老师在熟悉教材内容的过程中，不单单是弄清教材中的字、词、句、段落层次、中心思想等，还需要用心体会和品味教材所体现的情感。从文学理论的角度来说，这是一个鉴赏的过程，这就是说，老师在备课时，自己应先受到教材的感染，用自己的心灵去感受作品反映出的情绪和情境，并把这种最初的感觉和冲动保持下来，这会成为在课堂教学过程中的一种潜在力量。

《放小鸟》是一篇非常有教育意义的优美散文，不但形象生动，充满儿童情趣，贴近儿童生活，而且语言优美，生动活泼，适合学生朗读感悟。文中通过“我”放飞小鸟的过程，表现出少年儿童爱鸟的童心，让学生从中明白——鸟是人类的朋友，我们要爱护它们，保护它们。

在反复阅读这篇课文后，笔者发现这篇课文还可以读得再深入些，不要仅仅停留在爱小鸟上，而是读懂什么才是真正的爱。文中的“我”一开始就很关心小鸟，精心照顾它，以为让它吃好喝好就是最好的爱。而后在倾听了小鸟和鸟妈妈的交流之后，“我”明白了小鸟最需要的是自由，为下文的打开笼子放飞小鸟做好了情感铺垫。最后，“我”放飞小鸟，对鸟的爱得以升华。通过这个故事，引导学生去感受爱的最高境界。

那么，作为一年级的孩子他们能领会到这些吗？于是笔者开始考虑学生的情感基础，努力去寻找课文语言文字与学生情感认知的交融点。

小学生正处在一个活泼好动的年龄阶段，他们情感特别丰富，对一切客观事物均怀着极大的热情，且又具有强烈的好奇心，但由于年龄、知识和经验，又决定了他们对客观的事物不可能具有穿透现象看本质的能力，他们往往只是凭直觉评判。他们和文中的主人公“我”有着同样的情感基础，因为喜欢，所以就要让它留在身边，即使是把它关进笼子里。这是孩子们的真实想法，虽然有些自私，但很单纯。孩子们还拥有一颗善良的心，他们和《放小鸟》中的主人公一样，在小动物出现问题时会着急、会担心，他们会设身处地地为小动物着想，害怕他们不吃不喝，会死掉，因此会为此做很多大人们想不到的事。

找到了课文语言文字与学生情感认知的交融点，课堂上，孩子们只要真正被引进语言文字中，那么就一定会与文中的“我”产生共鸣，从而进入情境，情感得以升华。

2 有效引领，让语言文字训练与学生情感认知融会贯通

语文学科实质上就是一门情感科学，情感是深深地渗透在文章中的每一个字、每一个词语、每一个句子当中的；作者动情缀文，学生读文动情，这就决定了老师在教学课程中需要学会如何在作者情感和学生情感中架起一条沟通的桥梁；抓住文中关键句，让学生“披文入情”，体会文章的“味”，与作者感情共鸣。

为了让语言文字训练与学生情感认知融会贯通，笔者设计了三个情感引领的环节。

（1）将小鸟关进笼子是一种爱。第一自然段介绍了“我”对关进笼子的小鸟的关心与疼爱。我引导学生抓住文中关键字词去体会这一点，引导学生有感情朗读。比如小作者喂小鸟，可是小鸟“一动也不动”这一个词，我让学生想象，“我”看到小鸟一动也不动，又会想什么呢？（学生说：小鸟是不是生病啦？小鸟为什么不吃东西啊？小鸟怎么啦？）这里的想象，让同学们完全体会到小作者对小鸟的喜爱之情，这样同学们读起来也会更加有感情！

我加以总结：“让小鸟吃好喝好就是爱，文中的小朋友和你们一样这么想。”

（2）放飞小鸟也是一种爱。当“我”把小鸟关进笼子里，小鸟它在想什么呢？通过多媒体的展示，可以激发同学们的想象力。关注小鸟的命运，慢慢进入小鸟的心灵世界，因此达到准确理解这篇文章内容，而且可以进行有感情的朗读。

比如在进行第二小节的课程时，我是这样设计的：小鸟的妈妈非常想念孩子，小鸟也非常想念妈妈，当它们见面时，小鸟会对鸟妈妈说些什么？以此来启发同学们大胆想象。接下来安排同学们自由找搭档组合起来演练，由他们通过自己的理解来表现出鸟妈妈与小鸟相见的感人一幕，在恰当的情节配着音乐《世上只有妈妈好》，让表演中的同学们都能自然而然进入了情境，启发他们对小鸟命运的联想，有担忧，有期待；在演练过程中，我抓住时机让学生明白虽然自己对小鸟这么好，但小鸟最希望的却是自由，是跟妈妈在一起自由自在地生活。

同学们见到鸟妈妈和小鸟分离的感动场面，在场的每一位同学都被深深地感动了，就在这个时候我抓住时机向他们提出问题：“你们看小鸟儿多么可怜，同学们想想该怎么办呢？”借助这个问题把矛盾推给学生，从而同学们经过自己的一番思考做出放生小鸟的决定，如此可以与本文的作者产生情感共鸣。

（3）放飞小鸟是爱的更高境界。在学习本文小作者从养小鸟到最后放小鸟的经过以及这一段经历中情感的变化，深深体会到文章内小主人公虽然非常喜爱这只小鸟，但是为了能让小鸟获得真正的快乐、幸福，还是决定把它放掉！这体现的是一种无私博大的爱，是爱的升华！学习后同学们不仅理解并体会了小作者对小鸟深深的爱，小作者的这一个决定不仅使自己内心感觉到快乐，小鸟快乐，小鸟妈妈也一样快乐。从这点意识到每个人不能只想着自己，还得考虑到其他人，会换位思考。文章内字里行间处处让人感受到浓浓的友情与亲情，足以打动学生，在这浓浓的“情”中学生也从这篇课文中悟出了一个道理：鸟类是我们人类的好朋友，我们应该保护鸟类。从而学会去爱。

高职英语课内元认知策略训练 第12篇

1 Significance of Metacognitive Strategies Training

Metacognitive strategies are the key to developing learner autonomy.Wenden(1985)said,"Learners use metacognitive strategies to oversee,regulate or self-direct their language learning."O'Malley et al also point out,"Students without metacognitive approaches are essentially learners without directions and ability to review their progress,accomplishments,and future learning directions"(1985a:24).It is obvious that metacognitive strategies are executive means or tools that enable learners to take on responsibility for their own language learning.

Planning,monitoring and evaluation are three main functions of metacognitive strategies.They are also a bridge to lead to learner autonomy.

Planning refers to making decisions about the resources and strategies one will use to learn.Learners must consider why or when they determine to make such decisions containing the following factors:1)a special need or interest;2)challenge or advice from friends,and 3)positive or negative feedback related to a specific instance of language use.

Monitoring.Unlike the planning strategies that anticipate,"monitoring strategies are used to oversee what is actually'online'"(Wenden,1985).our performance to determine how you are doing it.On the other hand,learners also need to monitor their language learning process in a more general way for obstacles or problems that inhibit learning.

Evaluation.When learners"check outcome",they are concerned with the product or result of their efforts to learn and/or use their second language.Implicit in such an evaluation is the learner's purpose for using a particular strategy and decision about its utility.

From what is described above,it can be seen that mastering matacognitive strategies means that learners can take part or ful responsibility for their own learning.Learners who can manage or control their own learning can be called an autonomous learner In other words,students with metacognitive approaches are essentially learners with directions and ability to review their progress,accomplishments,and future learning directions.

2 Methods of Matacognitive Strategy Training

2.1 Helping students build positive beliefs

A number of studies have found that learners'beliefs abou language learning influence their approaches to learning and tha learners'beliefs about their ability affect their goals and motivational patterns.Therefore,learner training should start by considering the knowledge learners bring into the learning process and help them reflect on their beliefs in order to revise or reject wha is inappropriate and to build new insights into language learning because,for language learning,metacognitive knowledge includes beliefs,insights and concepts that learners have acquired abou language learning.It is considered as a part of learner trainings mainly because metacognitive knowledge is directly related to techniques or strategies that learners use in learning.

2.2 Helping students identify their needs and objectives

The learner-training program must contain activities.The first step is to stimulate learners to think about their needs and aims.

Ellis and Sinclair(1989:11)designed a simple questionnaire which is used to analyze learners'priority rating of four skills,listening,speaking,reading and writing,as showed by Figure 1:

(Consider each skill listed in the table and give each skill a priority rating from 1 to 6:1=highest priority 6=lowest priority)

The second step is to discuss the results of students'need analysis survey.The students can be divided into small groups and asked to introduce themselves to their fellow students.This discussion has a lot of benefits.It provides the teachers with an instant"snapshot"of every learner's interests and preferences.It gets learners to think about the course and its rationale.It focuses their attention/efforts on working collaboratively in small groups,and it gets them to practice their English actively.

2.3 Helping students use learning strategies

According to Wenden(1987:159),students should be told what to do and led to do it explicitly.Because blind training leaves the trainees in the dark about the importance of the activity they are being induced to use.For example,in listening comprehension task,we should provide learners opportunities to use listening strategies,such as pre-listening activities including explaining key words,providing an advanced organizer,and the different kinds of comprehension questions,etc.These strategies may be utilized on their own in other contexts,but they use them only blindly.Only when learners make clear what strategies to should be used,would they use them more frequently and more effectively.

3 Metacognitive Strategy Training in the Class-room

Metacognitive strategy training consists of four stages.Learners in the experimental class received training in the use of four metacognitive strategies,while the control class received instruction to work on the language learning tasks using whatever procedure they ordinarily would employ.

Stage 1.How to set a learning objective.Establishing the learning objectives is a kind of metacognitive strategy which refers to the goal which the learners want to achieve and ability which they want to master.At the beginning of this term,the subjects were required,according to their needs analysis results,1)to establish a long-term objective which included what extent their English level in listening,speaking,reading and writing would reach and how many words they wanted to master,etc.three years later;2)to establish a short-term objective which included which aspect need to be improved most in the first term.After three days,we compared every learner's objective with his/her need.We found that everyone's long-term objective was basically consistent with his/her need,but the short-term objectives set by learners in most cases,were not practical.With our help,learners analyzed their practical needs and current English proficiency again and set an appropriate objective that would be able to be realized in this term.

Stage 2.How to make a study plan.Planning is another metacognitive strategy for us to train,which includes two aspects1)how to make an overall English study plan for realizing longterm objectives;2)how to make a term,month,or week plan for realizing short-term objectives.

In the first step,subjects were required to make two detailed study plans on the basis of their objectives set in Stage 1.The plans were required to include specific time,content and learning strategy.A week later,60 plans were collected.We examined each plan and found the following three problems:1)time schedule was unreasonable;2)learning materials chosen didn't sui their ability,either too difficult or too easy;3)most subjects didn't know which strategies could be chosen,even some subjects didn't know what strategies were.These problems were discussed in groups.The classroom teacher and the author were in charge of three groups respectively and directed every subject The subjects exchanged their opinions with each other and found out what and how they should do.New plans were made.Some learners planned to enlarge their vocabulary by reading a passage every day;some learners planned to improve their own listening ability by the material"Step by Step".For others,they planned to heighten their reading speed by using some reading strategies such as skimming and scanning,etc.

In the second step,we required subjects to make a plan about a concrete learning task.The subjects were given three topics which were"the most interesting person I have known;the most significant thing I have experienced;and the first day in our college".Planning involves having the learner to analyze the requirements of a communication task,and determine if he or she has the language skills required to fulfill those requirements During instruction on the use of this strategy,learners were led by the teacher through an analysis of the purposes language serves in an oral report.For example,the topic must be introduced,followed by an overview,the main points and details,and finally by a conclusion and summary.Throughout,use of relevan markers was encouraged to highlight important information and transitions.The markers were just like as"first,the main point is…and in conclusion".Having familiarity with what needs to be communicated once the main topic had been selected,learners then examined their language repertoires to determine whether they possessed the language required for the communication,and preceded to learn new language as required for the task.Repor preparation was demonstrated in class.During the preparation we gave learners a lot of help.

Stage 3.How to self-monitor one's own learning.Self-monitoring is also a very important metacognitive strategy that learners must often use in self-directed learning.The subjects were trained on self-monitoring strategy in language teaching-learning activities which were designed by learners themselves.In these teaching-learning activities,the learners,who acted as teachers were divided into six groups of five.Each group planned and carried out its own teaching-learning activities together.Each member in the group must be charged of his/her own task in this activity.The materials,methods and techniques,and time used in these activities were all chosen by themselves.The teacher sat among the learners and only gave assistance when called upon to do so.The purpose of these activities was to encourage learners to be more involved in class teaching-learning activities,learning to self-monitor their learning process.Two weeks later,we examined what they had prepared.To our surprise,they did much better than we expected.Take Group One for example,the subject of their activity was"Group Error Correction."

The first step:the learners were divided into five small group of six.Each group was required to perform a roleplay,whose form was not limited.

The second step:the learners in Group One were in charge of recording their version of the roleplay of each group.

The third step:the recorded tape was delivered to each group,each group given a tape recorder in order to play back their version.

The fourth step:each group was asked to sit together to listen to its version,stop the tape where they thought they heard a mistake whether in pronunciation,grammar or intonation and then discuss the correct form.

The fifth step:each group was asked to classify those mistakes they had monitored according to pronunciation,intonation,grammar and expressing methods.

In such group work,we found that the learners used not only self-monitoring strategy,but also peer-and group-monitoring strategies.Each learner found his own mistakes he/she had made in roleplay,and at the same time,he/she also found the mistakes the other learners had made.Furthermore,they thought deeply about the type of errors they typically had made.In addition,they had cooperated with each other well from activity concrete preparation to demonstration in the classroom.Here,we are sorry we have no enough space to provide readers with demonstrations of each group.But in classroom observation,readers will have an opportunity to appreciate a well-organized teaching-learning activity demonstrated by Group 5.

Stage 4.How to self-evaluate their own learning.Dickinson(1987:136)states,"The ability to evaluate the effect of one's own performance in a foreign language is an important skill in learning,and particularly important when the learning becomes autonomous."Most successful language learners regularly engage in self-assessment as part of their learning.They do exercises,and check by whatever means available,whether their responses are correct or not.They construct simple tests of vocabulary.They assess their understanding of reading passages.They check other learners'comprehension of their spoken language,and adjust it when necessary.

From the views of Dickinson and successful language learners,the learners should be trained to use self-assessing strategy in their learning.In order to make learners learn how to reflect on their own learning,we took the following steps:1)Learners were required to evaluate their own English level in listening,reading and writing by using the pre-test paper and mid-term examination paper;2)Different levels of reading materials,such as"College English Fast Reading"(Band 1,2 and 3)were given to learners in order to evaluate their own reading comprehensive ability and reading speed;3)Learners were given an opportunity to use"Learner-prepared assessments"to administer and score the assessments;4)Two checklists adopted from"Learner-Directed Assessment in ESL"(Ekbatani&Pierson,2000:37-47),a teacher assessment and a self-assessment,were used as criteria to record what learners think they can do,and what they canno yet do.The following is how we did them.

In the first step,since the subjects came from differen schools,their English level was very different.After pre-test and mid-term examinations,two things were done,1)the subjects were required to read the teacher's evaluation carefully,comparing their paper with their classmates and made clear their own place in the class;2)the subjects were required to analyze the problems in listening,reading and writing and grammar carefully and then hand in their analyzed results to us.On the one hand they knew the gap between their English level and the level o non-English major Band 3.On the other hand,they knew which aspects were to be improved.What's more important,they knew how to assess their own English level.

In the second step,we provided learners with all kinds o reading materials in class,such as the famous novel"Jane Eyre"with Chinese translation,"21st Century","China Daily"and"Reader's Digest"as well as some other authentic materials.Each learner was asked to skim some of them first and then scan the one that interested him most.Twenty minutes later,they were required to self-report their comment on the reading material they had chosen.The questions were like this:"Is this material suitable for your language level?""Why are you interested in this material?""How many new words did you meet?"etc..Besides learners were required to self-assess their own reading rate."College English Fast Reading"(Band1-3)was delivered to each learner.The passages in Band 1 were limited to finishing reading within 5 minutes,the passages in Band 2 within 7 minutes and the passages in Band 3 within 10 minutes.Those who had done well(80%of reading comprehensive questions are right)continued to read Band 2 and then Band 3.At last a reading speed tes was done.This test method was adopted from"Executive Learning"(Schumm,&Post,1997:44).Such training laid a solid foundation for choosing suitable reading materials and judge reading ability in the future.

In the third step,learners were given opportunities to use their own self-assessing methods to administer and score the assessments by themselves.Learners may need some initial guidance in doing this but once started,it will become increasingly easy for them to find new ways of assessing by them.The learners were given a sample of a Learner-Prepared Assessmen(adopted from Gardner,&Miller,1999:212).In this sample,1to find out the purposes and benefits of self-assessment;2)to make the test which includes the following contents:(1)What do you want the test to be about?(2)What are you going to use as the test material?(3)What do you have to do during the test?3to make the marking scheme which includes:(1)What is the maximum mark for the test?(2)How will you award yoursel marks?(3)How many marks are needed to achieve the following:

____marks=excellent____marks=good____marks=average

____marks=fair____marks=poor

4)to comment on the results of the test.Based on this sample,every learner was asked to design his/her own"Learner-prepared Assessment."Some learners designed self-assessment of listening comprehension;some,self-assessment of grammar;and others,self-assessment of vocabulary.

In the last step,learners finished the questionnaire,i.e.,the teacher assessment checklist,which comprises 50 items.The evaluating contents include spoken tasks,comprehension,interaction strategies qualities of spoken performance and writing tasks.The teacher rated the learner for each on the 50 items on the questionnaire using the following scale.

This describes a level which is definitely beyond his or her capabilities.Could not be expected to perform like this.

Could be expected to perform like this provided that circumstances are favorable,for example if he or she has some time to think about what to say,or the interlocutor is tolerant and prepared to help out.

Could be expected to perform like this without support in normal circumstances.

Could be expected to perform like this even in difficult circumstances,for example when in a surprising situation or when talking to a less cooperative interlocutor.

This describes a performance which is clearly below his or her level.Could perform better than this.

After the teacher's rating,every learner got his own statistical result and knew how he/she did in these aspects.

In the end,the learner finished another questionnaire,a self-assessment checklist to judge their vantage level.Self-assessment checklist consists of two parts:one part tests vantage in listening,spoken interaction and spoken production;the other part tests vantage about strategies and language quality.The criteria is that if he gives himself one check(√)for things,he can do it/them in normal circumstances,and two checks(√√)for things,he can do it/them easily;if he uses one star(*)for things,he cannot yet do these things that will represent a target for him,and two stars(**)for points with a high priority.If he has over80%of the points checked,he may well have reached Vantage level.If he has below 80%of the points checked,he needs to set it/them his own target to pursue.Although the two questionnaires are very difficult for learners,with our help,some learners did very well and mastered all kinds of self-assessment methods.

4 Case Studies Via Classroom Observations

In order to get first-hand information about metacognitive strategy training and learner autonomy,I observed the class teaching-learning activities organized by the learners themselves.When I observed the teaching-learning activity of each group,I always had a brief talk with some of the learners either before or after presentation.I jotted down notes while observing and collected them afterwards.Here I selected one from the six groups to describe and analyze how the learners did.On the other hand,I also observed how the classroom teacher integrated learning strategy training into the concrete learning task.

Observation:Group Five

Time:8:00–8:50am.Nov.26 2009(Friday)

Content:Definition of a Good Language Learner

As soon as the bell rang,Wang Ping,a learner from Group Five,just like his teacher,had some small talks with other learners,such as"Whose duty is it today?Is everybody here?Do you like me as your teacher today?"(Learners are laughing)to warm up his"students"and get them ready for class.

Then he wrote a sentence"Are you a good language learner"on the blackboard and then said,"Please think over this question or discuss it with your deskmate."During this time Wang Ping went around from one pair to another just like a counselor.Some students said,"I don't know whether I am a good language learner."Some students said,"The student who often gets a high mark in the examination may be good language learner."And others said,"Those who can listen and speak wel may be good language learners."At this moment,Wang Ping realized that the students did not know how to evaluate a good language learner.In order to solve this problem,he divided 25 students into 5 groups and each student was given a piece of paper which there was a passage titled"Definition of a good language learner"and said,"First of all,read it by yourself and then pick out at least two characteristics about a good language learner And then discuss them in your group.In the end,one representative of each group will report them to the class."When the students were reading and discussing this passage with great interest,Wang Ping and his other partners in Group Five explained the key words and difficult sentences the students met in each group.After ten minutes,the representative from each group presented the characteristics of a good language learner summarized by his/her group to the class.At the same time,Wang Ping reminded the other students of pointing out his/her errors or mistakes in spoken English.

Before the class was over,Wang Ping assigned homework,a mini composition,and the topic being"The Definition of a Good Teacher".

The students'facial expressions indicated their satisfaction and sense of achievement by the end of this class.

Observation Analysis

Firstly,the most evident characteristic of this class is tha the learners are responsible for all the things,including choice o materials and methods.In the whole teaching process,learners are self-monitoring and self-assessing their own learning.

Secondly,in the activity,learners understand not only the nature of learning,but also the characteristics of a successfu language learner in the process of developing their listening speaking,reading and writing.

Thirdly,learning how to learn a foreign language emerges from and leads to learning how to use the language.Such an activity integrates learner training with language learning.

I talked to some of the learners after class.They seemed to like this kind of class very much,because in such English classes,they could participate in activities and learn actively;what's more,they could take more responsibility for their learning.As Wang Ping told me,"As we are required to perform our teaching-learning activities in the class,we must go to the library to do a lot of readings and collect many reference materials.By doing so,we opened our eyes,enlarged the vocabulary and improved the ability to find the useful information.When we prepared for the presentation,our abilities were improved in organizing language,analyzing the article and inducing or summing up the main ideas.What's most important of all for us is to develop our autonomous learning ability and habit."

When I finished observing Group Five,I had a free talk with their teacher,Xue Ling.She said,"Such a teaching-learning activity is beneficial to cultivating learner autonomy.However,i took us a lot of time to make preparations.In spite of this,the students are interested in this activity."

Observation:Zhang Yanjun's Metcognitive Strategy Training Class

Time:10:10–12:00am,Oct.19,2009(Monday)

8:00–9:50am,Oct.21,2009(Wednesday)

Content:Self-monitoring Strategy

When the bell rang,Zhang Yanjun,the English teacher came in.After exchanging the greetings,she said,"Today we are going to learn to use self-monitoring strategy in writing composition.Our method is that every student writes a 300-word composition.After finishing the first draft,you review it and then make marginal annotations about its content and organization."Before the students began to write,a sample with annotations was given to each student.When the class was over,the students had finished their task.After class,the teacher read every annotation made by the students and evaluated them in these compositions.

On Wednesday,every student was asked to read his/her composition,annotation and the teacher's comments carefully and then exchanged them with their deskmates to find out which annotations succeeded in expressing their problems and which problems in the first draft had not been referred to through annotations.When the students were having a lively discussion,the teacher patiently answered every question the students asked Having known how to revise their compositions,the students wrote a second draft.

The class was over on time.The students did not show any excitement.It seemed that it was too difficult for the students to finish this kind of task.

Observation Analysis

Self-monitoring training in writing was completed separately in four-hour classes.After classroom observation,I analyzed al the annotations in students'compositions.I found that 1)through writing marginal annotation;the students removed unnecessary content and corrected illogical organization in their compositions2)Annotation specified students'intentions;3)In expressing their ideas,the students extended their written language;4)Even spelling and grammatical mistakes,improper words and sentence structures in their compositions were monitored by themselves.I was obvious that the training was effective in creating a contex in which students were able to not only work according to their own needs and preferences,but also pay attention to the reviewing of global content and organization necessary for a successfu writing.

The class observations,at the same time,reveal that 1)the teacher should integrate learning strategy training into specific learning tasks;2)learner-training activities should be incorporated systematically in the classroom to help learners become more aware of the learning process,more ready to take charge o their own learning and empowered to make their own change;3learners should be given more opportunities to manage the class teaching as"teachers",which can encourage learners more involved in the class activities.

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