本系列英文内容来自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻译是自己练习，如有发现不妥请批评指正！
Metacognition
元认知
Learning how to learn is one of the most important sets of skills and understandings that we can equip our students with no matter their age.
学习如何学习是最重要的技能和理解之一，我们可以装备起任何年龄的我们的学生。
The ability and mindsets to seek and successfully engage in new challenges, to learn from mistakes and grow, and to acquire new skills and knowledge will all be crucial to their success in school and beyond.
寻求并成功地参与新挑战，从错误中学习和成长，获得新技能和知识的能力和思维方式对于他们在学校及其他领域的成功都至关重要。
One of the most important aspects of being able to lead your own learning is being aware of your thoughts and learning processes, in other words, to actually think about your thinking.
能够领导自己学习的一个最重要的方面就是意识到自己的想法和学习过程，换句话说，就是实际思考自己的想法。
In the world of education, we call this metacognition.
在教育领域，我们称之为元认知。
But it's an old idea that harkens back to the ancient philosophers.
但这是一个古老的想法，回归古代哲学家。
The word metacognition was coined only in the 1970s, yet educators have been studying its learning import for decades.
metacognition这个词只是在20世纪70年代才创造出来的，然而教育工作者几十年来一直在研究它的学习。
For example, educational philosopher John Dewey said over a century ago, "We do not learn from experience.
例如，教育哲学家约翰杜威在一个多世纪前说过，“我们不从经验中学习。
"We learn from reflecting on experience." It's in the reflection, the interior dialogues we create, where our most important learning often happens.
“我们从反思经验中学习。” 这是反思，我们创造的内部对话，我们最重要的学习经常发生。
Children can be metacognitive at an early age, but they must first develop a self-awareness of their own thinking and how it might differ from other people's.
孩子从小就可以有元认知的，但他们必须首先培养自己对自己思维的自我意识，以及这种思维与其他人的思维有何不同。
In addition, effective metacognition requires a knowledge base that very young children often don't have.
另外，有效的元认知需要非常年幼的孩子通常没有的知识基础。
This means metacognitive abilities develop over time, and they can be significantly accelerated with proper instruction and practice.
这意味着元认知能力随着时间的推移而发展，并且通过适当的指导和练习可以显着加速。
That's where teachers come into play.
这就是教师起作用的地方。
Metacognition is often thought of as having two facets.
元认知往往被认为有两个方面。
There's metacognitive knowledge, which is awareness of one's own thinking and approaches to learning.
有元认知知识，这是对自己的想法和学习方法的认识。
Then, there's an action component that uses this metacognitive knowledge to control and direct learning.
然后，有一个动作组件使用这个元认知知识来控制和指导学习。
In this way, students self-regulate their learning, hence the name metacognitive regulation.
这样，学生自我调节自己的学习，因此名称元认知调节。
This latter set of skills involves planning, time management, and monitoring and evaluating performance quality.
后一套技能涉及计划，时间管理以及监控和评估绩效质量。
This all falls under the moniker of self-regulated learning, an essential component of teaching students about learning how to learn.
这一切都属于自我调节学习的绰号，这是教学生学习如何学习的重要组成部分。
We're going to introduce you to several aspects of metacognition and developing a classroom culture that encourages it.
我们将向您介绍元认知的几个方面，并开发鼓励它的课堂文化。
We'll then provide some useful metacognitive questions students can begin to ask.
然后，我们将提供一些有用的元认知问题，学生可以开始提问。
Before we begin, we'd like you to recall the learning principles we've been studying throughout this course.
在我们开始之前，我们希望您回想一下我们在整个课程中学习的学习原则。
Please take a few minutes to do that.
请花几分钟时间来做到这一点。【真的是在课堂中一直在不断重复呢】
We need to keep these principles in mind as we think about teaching strategies to help our students become metacognitive learners.
在我们思考教学策略以帮助学生成为元认知学习者时，我们需要牢记这些原则。
Now, let's begin to examine some ways to develop a classroom culture that supports thinking about thinking.
现在，让我们开始研究一些开发支持思考思维的课堂文化的方法。
The most important and perhaps obvious practice is to provide ample opportunities for students to reflect, both in and out of class.
最重要的也许是显而易见的做法是为学生提供充足的机会来反映课堂内外的情况。
It's a good idea to talk with them about why you're having them reflect in various ways and what you see the benefits to be for their learning.
与他们谈谈你为什么让他们以各种方式反思以及你认为他们学习的好处是什么，这是个好主意。
This habit of reflection goes hand in hand with formative feedback and closing the performance gap, as well as with growth mindset and effective effort.
这种反思习惯伴随着形成性反馈和缩小绩效差距以及增长思维和有效努力密切相关。
Recall from our previous sessions about feedback that having students do something with their feedback whenever possible is absolutely essential.
回顾我们以前的课程中有关反馈的信息，即让学生尽可能地反馈他们的反馈意见是绝对必要的。
This expectation and practice of ongoing revision after reflection goes a long way in developing a metacognitive culture in your classroom.
这种期待和经过反思之后正在进行的修订在您的课堂中发展元认知文化方面有很长的路要走。
A sense of purpose is a powerful motivator for learners, and it helps them see why reflection can help them achieve classroom goals, especially if success criteria and standards are visible to all.
目标感对学习者来说是一个强大的动力，它可以帮助他们理解为什么反思可以帮助他们实现课堂目标，尤其是如果成功标准和标准对所有人都是可见的。
They should know where their going as they learn and why.
他们应该知道他们在学习的过程中去哪以及为什么要去。
Consistently involving students with assessment practices is important too.
始终让学生参与评估实践也很重要。
Whenever possible, having students self-assess is particularly effective in encouraging metacognition since it requires ongoing reflection to be successful.
只要有可能，让学生自我评估在鼓励元认知方面特别有效，因为它需要持续反思才能成功。
This means students are asking question like, "What did I do well? "What do I need to work on?" and "What do I do next?" Finally, a classroom rich in collaboration, with peer-assessment being an essential part of that, will involve students in reflecting on the thinking and work of others, which invariably impacts their own thinking.
这意味着学生们问的问题是“我做得怎么样？”我需要做什么？“和”接下来做什么？“最后，一个富有协作性的课堂，同伴评估是一个重要部分这会影响学生反思他人的思想和工作，这总是影响他们自己的想法。
The more we infuse our classroom cultures with opportunities for student reflection, the more we cultivate this habit in our students.
我们越注重学生思考的课堂文化，就越能培养学生的这种习惯。
We also signal to them that it's an important disposition to value.
我们也向他们表明，这是重要的价值观。
Next, I'd like to discuss some questions that students can ask to help create a culture of metacognition.
接下来，我想讨论一些学生可以提出的问题来帮助创建元认知文化。
At the end of the day, metacognition is mostly about asking questions.
在一天结束时，元认知主要是提出问题。
It's about creating an interior dialogue or a dialogue with others that makes students' thinking and actions more visible.
这是关于创建一个内部对话或与他人对话，使学生的思想和行动更加明显。
This allows them to examine and critique their behaviors.
这使他们能够检查和批评他们的行为。
What follows are a few examples of metacognitive questions that students can ask themselves.
以下是学生可以自问的元认知问题的几个例子。
It's important that they practice these enough to eventually have the most important ones internalized to use without being prompted.
重要的是，他们实践这些足够到最终有最重要的内在使用而不需要刻意被提示。
The basic intention of all the questions that follow is that they encourage the learner to actively process what they're seeing or hearing, connecting the new information to already existing prior knowledge.
随后所有问题的基本意图是，他们鼓励学习者积极处理他们所看到或听到的内容，将新信息与已有的现有知识相连接。
Again, the learning principles we've been studying in this course about active learning, the role of prior knowledge, and thinking to learn will be important to keep in mind as you have students practice.
再次，我们在这门课中学习的关于主动学习的学习原则，先前知识的作用以及思考学习的重要性，在您让学生练习时牢记在心。
Let's begin.
让我们开始。
Here is some questions to ask before engagement of a topic.
在参与一个主题之前，以下是一些问题。
They'll help students determine purpose and also activate prior knowledge.
他们将帮助学生确定目标，并激活先前的知识。
Why are we studying this? Why is this topic important? What do I already know about this topic? How does this topic relate to what we've previously studied? The next set of questions can be used during the engagement of a topic.
我们为什么要研究这个？为什么这个话题很重要？我对这个话题了解多少？这个话题与我们之前研究的内容有什么关系？下一组问题可以在主题的参与过程中使用。
These questions encourage students to actively process what they're encountering, linking it meaningfully to prior knowledge and more fully elaborating its meaning and the reasoning behind it.
这些问题鼓励学生积极处理他们遇到的问题，将其与事先知识有意义地联系起来，并更全面地阐述其背后的意义和理由。
How can I connect this with what I already know? What questions do I have? What am I confused about? How does this work? What are the reasons or evidence being provided? Who's point of view if being represented? The following questions are meant to be asked after a topic has been engaged.
我如何将这与我已经知道的相联系？我有什么问题？我感到困惑的是什么？这个怎么用？提供什么原因或证据？谁代表谁的观点？下列问题是在主题讨论后提出的。【会提出问题很重要，有时候不会提问题恰恰证明了没有思考】
They're also intended to have students actively process what they've just learned and identify gaps in their learning.
他们还打算让学生积极处理他们刚刚学到的知识，并找出他们学习中的差距。
What were the most important ideas or concepts? What do I need to know more about? How has this changed what I know? How can I use this later? Of course, we can hope to have our students learn to ask all of these questions as a part of their metacognitive development.
什么是最重要的想法或概念？我需要了解更多关于什么？这如何改变我所知道的？我以后如何使用它？当然，我们希望让我们的学生学习如何将所有这些问题都作为他们元认知发展的一部分。
So the key question for us to ask is, "Which ones would be most useful for "our students in the context of "our learning goals and classroom environment?" Our overall aim in developing metacognitive knowledge and self-regulation is for our students to become more aware of their strengths and weaknesses.
因此，我们要问的关键问题是，“我们的学生在”我们的学习目标和课堂环境“的背景下，哪些对我们的学生最有用？” 我们开发元认知知识和自我规范的总体目标是让我们的学生更加意识到自己的优势和劣势。
In this way, we hope to have a lasting impact on their futures as growing and motivated lifelong learners.
通过这种方式，我们希望对他们的未来产生持久的影响，因为他们成长和激励终身学习者。【这节课的元认知讲解的没有笑来老师讲的通俗易懂】
