Titlebook: Metacognition in Learning and Instruction; Theory, Research and Hope J. Hartman (Professor of Education, Professor Book 2001 Springer Scien

小缺點(diǎn)

書目名稱Metacognition in Learning and Instruction影響因子(影響力)




書目名稱Metacognition in Learning and Instruction影響因子(影響力)學(xué)科排名




書目名稱Metacognition in Learning and Instruction網(wǎng)絡(luò)公開(kāi)度




書目名稱Metacognition in Learning and Instruction網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




書目名稱Metacognition in Learning and Instruction被引頻次




書目名稱Metacognition in Learning and Instruction被引頻次學(xué)科排名




書目名稱Metacognition in Learning and Instruction年度引用




書目名稱Metacognition in Learning and Instruction年度引用學(xué)科排名




書目名稱Metacognition in Learning and Instruction讀者反饋




書目名稱Metacognition in Learning and Instruction讀者反饋學(xué)科排名

共同時(shí)代

Book 2001ction a uniquely stimulating book. It encompasses metacognition in both the neglected area of teaching and the more well-established area of learning. The twelve chapters contribute to our understanding of the construct of metacognition and to its role in both teaching and learning. It addresses dom

實(shí)現(xiàn)

妨礙議事

縱欲

Expiration

制定法律

Narrative

Promoting General Metacognitive Awareness are described for promoting the construction and acquisition of metacognitive awareness. These include promoting general awareness, improving self-knowledge and regulatory skills, and promoting learning environments that are conducive to the construction and use of metacognition.

gait-cycle

畫布