本文研究的主要目的是验证元认知策略教学对较低水平的电大学生英语阅读的作用。
In this paper, the author intends to investigate the effects of metacognitive instruction on strategy use for less capable TV students in ESL.
依据认知心理学的有关理论，顺应短时记忆的特点，并运用与此相关的教学策略，可以有效提高课堂信息加工的效率。
According to the theory of cognition psychology and the characteristics of short-time memory, we can use some teaching tactics to improve the efficiency of classroom information process.
本文从心理学的角度出发，谈谈英语教学中认知策略的应用。
The paper discusses the application of cognitive tactics in English teaching from a psychological respective.
笔者结合大学英语教学实践，探讨词汇隐喻的认知机制和策略，并进行个案分析。
The paper discusses the metaphorical understanding and the strategies in college English vocabulary teaching by analyzing some specific cases in teaching.
简单地说，合作学习是指让学生以小组形式进行学习的一种教学组织策略，它的理论基础主要有社会心理学、认知心理学和建构主义学习论。
CL is a teaching tactic that organizes the students to study in group. It's directed by social psychology, learning psychology and constructivism theory.
在有高质量的知识贮备的基础上，要培养学生认知课题、表征课题的能力，进行显性的数学思维策略教学，并及时进行总结、反思。
On the basis of high-quality knowledge restorement, dominant mathematic thinking strategy should be used in the teaching, and summary and reflection should be given on time.
本文尝试探索既能发挥网络优势，又能促进学习者有效认知的网络课程教学设计模式以及具体的设计策略与方法。
The study tries to explore a model, strategies and methods for web-based course designing which can take advantage of Internet and promote cognition process.
本研究旨在通过对言语表象认知风格和词汇记忆策略的研究，为英语词汇教学探讨新方向。
The aim of this study is to explore a new direction to teaching English vocabulary by the manifestation of relation between verbal-imagery cognitive style and memory strategies in vocabulary learning.
学习策略训练已成为教学研究中的一个热点，而元认知在其中究竟起到怎样的作用更是备受关注。
The strategies of learning is emphasized in the research of teaching. The function of primary cognition draws much attention.
在现代教学活动中，影响教学策略设计的因素除教学目标、教学内容、教学对象和人类的认知规律外，还应当包括课堂教学软件的种类及作用等因素。
Besides such factors as teaching objectives, teaching contents, teaching objects and human cognition, the type and function of a courseware also affect classroom activities in modern classrooms.
为更好地发挥阅读学习策略的效能，从认知心理学视角结合医学外语阅读教学的实际情况提出几种适合医学生学习特点的阅读学习策略。
To enhangce students′ reading, the reading strategy is proposed from the point of view of cognition, which is related to the teaching context and adapted to medical students′ learning characteristics.
由此可见，听力教学实践中，加强元认知策略培训是提高高职生英语听力水平的一条有效途径。
It can be concluded that the training of meta-cognitive learning strategies is an effective way to improve students 'english listening in vocational college English teaching.
本研究对哈尔滨师范大学阿城学院英语专业二年级38名学生进行了为期一年的以元认知策略训练为基础的任务写作教学。
This paper is on the basis of a training of metacognitive strategy in task-based writing for the 38 sophomores in the English Department, Acheng School of Harbin Normal University.
本文通过教学试验研究，以探讨在英语口语教学中融入元认知策略训练是否能有效提高英语口语教学效果。
An empirical study has been conducted for the exploration of whether integrating meta-cognitive strategy training into exact oral English teaching can effectively improve oral English teaching effect.
交互教学是一种通过认知策略的教学以提高学生阅读理解和理解监控水平的教学方法。
Reciprocal teaching is an instructional procedure designed to teach students cognitive strategies that might lead to improved reading comprehension and comprehension monitoring.
本研究提出的学习物理规律的认知策略和相应的教学策略是有效的。
Iv. The cognitive tactics of learning physical laws and teaching tactics are effective.
数据经统计分析后表明，词汇教学过程中进行元认知策略的培训能够有效并长远地促进高中生的英语词汇学习。
The result of the study shows that explicit metacognitive strategy training does make significantly long and positive effect on the vocabulary learning of Chinese high school students.
通过对数据进行分析，归纳、总结等研究，作者发现认知理论及其策略培训对大学英语口语教学改革有较大的促进作用。
The results of the study indicate the significance of cognitive theory and the necessity of cognitive strategy instruction in oral English teaching.
根据调查结果，在教学中应更加注重元认知策略的训练。
The paper points out that the training on metacognitive strategies should be valued in the teaching of English.
本文分析了目标教学策略、认知情感策略和认知策略对大学英语学习动机的强化作用。
This paper analyses the enforcing functions of goal-directed teaching strategies, cognitively affective strategies, and cognitive strategies in enhancing college English learning motivation.
同时，结合对矩阵与变换的学习过程的认知心里分析，提出相应的教学策略；
Meanwhile, combining with cognitive analysis of the process of learning Matrix and Transformation, the author puts forward teaching strategies accordingly.
听力策略培训能提高英语学习者的听力理解能力，而结合教学进行元认知策略培训是提高听力理解能力的有效途径。
Strategy training enables learners of English to improve their listening comprehension. In class meta cognitive strategy training proves to be an effective way.
大学英语学习现状是作者选择将元认知策略和情感策略相结合来进行听力教学的另一原因。
Another reason to justify the author's choosing to combine metacognitive and affective strategy to train non English majors in English listening is listed below.
认知策略是学习策略的核心成分之一，在教学中促进认知策略的习得和迁移具有深刻的指导意义。
Cognitive strategies are important component of learning strategies. Promoting the learning and transferring of cognitive strategy has profound guidance meaning in teaching.
在外语教学和研究中，元认知策略是一项非常重要的认知策略，包括制定计划，监控学习过程，评估学习效果。
The results revealed it an effective way for non-English majors to learn and practice meta-cognitive strategy to improve their writing.
元认知理论的重要影响可以从元认知策略培训与具体的学习技能的教学实验中得到验证。
Metacognitive theory is influential in that some experiments have been carried out to verify the training effects of metacognitive strategy on learning specific skills.
实验班接受13周的基于元认知策略训练的听力教学，对照班则仍按常规方式进行听力教学。
The experimental class received metacognitive strategy-based training for 13 weeks, while the control class followed the scheduled listening syllabus.
这篇论文的目的就是探索一条通过元认知策略培训与教学相结合，帮助中学生提高听力的有效途径。
The aim of this paper is to explore an effective way of improving senior school students' listening comprehension through metacognitive-strategy-based instruction.
同时也有一些研究是基于元认知策略与教学相结合。
There have been some studies exploring the effect of metacognitive-strategy-based instruction.
同时也有一些研究是基于元认知策略与教学相结合。
There have been some studies exploring the effect of metacognitive-strategy-based instruction.
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