第11部分：学习策略

Q2 Social Sciences Reference Librarian Pub Date : 2019-06-10 DOI:10.1080/02763877.2019.1626317

S. Black, James D. Allen

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引用次数: 0

摘要

教育心理学家研究了哪些学习策略对促进长期学习最有效。最好的策略是让学生通过持续的参与来创造知识。两个最有价值的策略是随着时间的推移分配学习和测试自己。基于资源的作业应该要求学生提交形成性反馈的草稿，以促进后续的再学习。学生通过选择要关注的内容，组织他们所学的内容，并将其与他们已经知道的内容相结合，从而产生理解。学习并不容易，学生需要经历令人向往的困难才能真正学习。

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Part 11: Learning Strategies

ABSTRACT Educational psychologists have investigated which learning strategies are most effective at promoting long-term learning. The best strategies involve students generating knowledge through sustained engagement. Two of the most valuable strategies are distributing learning over time and testing oneself. Resource-based assignments should require students to submit drafts for formative feedback to promote successive relearning. Students generate understanding through selecting what to pay attention to, organizing what they learn, and integrating it with what they already know. Learning is not easy, students need to experience desirable difficulties to truly learn.

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来源期刊

Reference Librarian Social Sciences-Library and Information Sciences

CiteScore

2.10

自引率

0.00%

发文量

期刊介绍： The Reference Librarian aims to be a standard resource for everyone interested in the practice of reference work, from library and information science students to practicing reference librarians and full-time researchers. It enables readers to keep up with the changing face of reference, presenting new ideas for consideration. The Reference Librarian publishes articles about all aspects of the reference process, some research-based and some applied. Current trends and traditional questions are equally welcome. Many articles concern new electronic tools and resources, best practices in instruction and reference service, analysis of marketing of services, and effectiveness studies.