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| 篇 名 |
Metacognition Ability and Gifted Education |
| 作者/編譯者 |
Ching-Yuan Chang |
| 出版年/月 |
1990/3 |
| 期 數 |
34 |
| 頁 次 |
6 ～ |
| 類 別 |
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| 摘 要 |
The author points out the significance of metacognition and‚ based on the characteristics of gifted students‚ illustrates the relation between the development of metacognition ability and gifted education. C.H.Chang pointed out that though psychologists agree that metacognition‚ formed in the information processing through the use of strategies‚ is part of the cognitive process. They do not‚ however‚ agree on the essence of metacognition. Metacognitive experiences‚ metacognitive knowledge all interact with metacognitive goals and actions. The variables of metacognition include individual‚ work and strategies‚ signifying that metacognitive abilities are gradually formed. Metacognitive memory‚ on the other hand‚ is constantly evolving and self-testing in order to determine the effect of the strategies. Therefore‚ it is important for gifted students to do a integrated self-analysis before setting learning objectives‚ for it determines if they are fully in control of the development of their strengths. Educators of gifted students should explore metacognitive experiences so as to facilitate their students in developing metacognitive abilities and to fulfill the goals for gifted education. |
| 檔 案 |
無 |
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