Literaturnachweis - Detailanzeige
| Autor/inn/en | Weinstein, Claire E.; Mayer, Richard E. |
|---|---|
| Titel | The Teaching of Learning Strategies. |
| Quelle | 5 (1983) 32, (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cognitive Processes; Critical Reading; Educational Environment; Educational Objectives; Elementary Secondary Education; Learning Processes; Literature Reviews; Reading Comprehension; Study Skills; Teaching Methods |
| Abstract | Learning strategies can be defined as behaviors and thoughts in which a learner engages and which are intended to influence the learner's encoding process. Thus, the goal of any particular learning strategy may be to affect the way in which the learner selects, acquires, organizes, or integrates new knowledge. Good teaching includes teaching students how to learn, remember, think, and motivate themselves. Teachers enter the classroom with two distinctly different kinds of goals which are teaching students "what" to learn and teaching students "how" to learn. Some major categories of learning strategies are: (1) rehearsal strategies such as copying, underlining, or shadowing; (2) elaboration strategies such as paraphrasing or summarizing; (3) organizational strategies such as outlining or creating a hierarchy; (4) comprehension monitoring strategies such as checking for comprehension failures; and (5) affective strategies such as being alert and relaxed. Many current approaches to classroom learning emphasize the role of the learner in creating, monitoring, and controlling a suitable learning environment. Learning strategies research, by providing strong evidence that these learning strategies can be taught, is creating a useful data base from which applications can and will be derived. (EM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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