超认知意识和学术成绩:从认知神经科学角度对教师预就业教育的影响
Pravin Kumar Agrawal1, Rashmi Gore2, Mohit Kumar1
1Department of Business Management, Chhatrapati Shahu Ji Maharaj University, Kanpur, Uttar Pradesh, India.
Annals of neurosciences
|August 22, 2025
概括
大多数BED学生表现出高于平均水平的认知意识,但学术成绩不同. 建议在教师培训中进行超认知培训,以提高未来教师的自我意识和学术成功之间的联系.
科学领域:
- 在教育方面
- 认知心理学
背景情况:
- 超认知,包括认知自我意识和自我调节,对于学习和学术成功至关重要.
- 对于教育学士 (BEd) 学生来说,发展超认知能力对于他们自己的学业成绩和培养反思性,包容性的教学实践至关重要.
研究的目的:
- 评估BED学生的认知意识和学术成绩水平.
- 检查基于性别的意识和学术成绩差异.
- 探索教学策略,以提高教师教育中的元认知能力.
主要方法:
- 使用了定量研究设计.
- 使用百分比分析,独立样本t测试和皮尔森相关性来分析数据.
- 这项研究比较了性别之间的元认知意识和学术成绩.
主要成果:
- 60%的学生表现出高于平均水平的认知意识.
- 学业成绩不同,其中40%低于平均水平.
- 在超认知意识或学术成绩方面没有发现具有统计意义的性别差异.
- 在超认知意识和学术成绩之间观察到较弱,不显著的相关性.
结论:
- 正式的元认知培训应纳入教师培训课程.
- 建议包括促进反思性实践,个性化学术支持和形成性评估.
- 这些干预措施旨在更好地将元认知意识与学业成绩相协调,为有效的教师做好准备.
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