长期以来,我们的学校教育多将学生的学习视为一个由感知、注意、记忆、理解构成的认知过程,在教学过程中也主要培养学生这方面的能力。这种观点和做法是不全面的。从元认知角度来看,学生的学习活动不仅是对所学材料的识别、加工和理解的过程,而且是一个对该过程进行积极监控、调节的元认知过程。 For a long time, our school education has seen students’ learning as a cognitive process consisting of perception, attention, memory, and understanding. In the teaching process, it has also mainly cultivated students’ abilities in this area. This viewpoint and practice are not comprehensive. From the perspective of metacognition, students’ learning activities are not only the process of identifying, processing, and understanding the materials they learn, but also a metacognitive process that actively monitors and regulates the process.