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摘要
摘要
Metacognition is known to be an important factor in academic achievement; however it is also important in a wider life context. The ability to reflect upon how we are thinking can help us to make wiser decisions in all aspects of our life.
This book addresses how metacognition might be fostered in young children. Examining theories of particular relevance to primary school age children the author combines her empirical work over the last 8 years with the work of other researchers to show that children of all ages display metacognitive processing, given the right kind of environment. Drawing on evidence from psychology and education, Metacognition in Young Children brings together international research from different curriculum areas. As well as the traditional areas of science, mathematics and literacy, the author considers metacognition in physical education, art, drama and music. The book argues for a development of metacognition theory, which takes account of wider contextual and political factors. This book includes:
Real classroom examples, taking account of the whole child, socio-cultural context and the curriculum Practical examples of developing metacognition across the curriculum Advice on building metacognitive environments in the classroom Development of metacognition theoryEssential reading for educational psychology and research students, this book will appeal to trainee and practising teachers with an interest in facilitating young children's development into wise and thoughtful adults. It offers practical advice supported by theory and evidence.
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Metacognition, or "thinking about thinking," is a broad area, but Larkin (Univ. of Exeter, UK) does an admirable job of exploring the topic's relevance to children's development and education. In addition to offering a thorough review of the literature on metacognition, Larkin gently but firmly--drawing on the available research at every step--makes the case for the value of incorporating metacognitive training in young children's (and in teachers') education. Clear explanations of Jean Piaget, Lev Vygotsky, and more recent work in theory of mind permit readers to join in an evaluation of what is useful or not, as Larkin advocates for "a method of teaching children and adults to make wise and thoughtful life decisions." Though most of the programs the author describes are in the UK, her explanations should provoke reflection on teaching goals and methods and on assumptions about what is important in children's educational experience. Educators for individuals of all ages will find something useful in Larkin's discussion of metacognition in classrooms. Developmental psychologists will find Larkin's connections between lab and classroom a rewarding application of research, which is less abstract in the context of its educational relevance. Summing Up: Recommended. Upper-division undergraduates and above. J. F. Heberle Albright College
目录
| Acknowledgements | p. ix |
| Part I Metacognition in Children and adults | p. 1 |
| 1 What is metacognition? | p. 3 |
| 2 Why develop metacognition? | p. 16 |
| 3 Ages and Stages | p. 30 |
| Part II Metacognition across subject domains | p. 45 |
| 4 Science and mathematics | p. 47 |
| 5 Reading and writing | p. 66 |
| 6 Metacognition in other subjects | p. 83 |
| Part III Facilitating metacognition | p. 101 |
| 7 Teachers and metacognition | p. 103 |
| 8 Context and metacognition | p. 119 |
| 9 Policy and metacognition | p. 136 |
| Part IV New thinking | p. 153 |
| 10 Development in metacognition research | p. 155 |
| References | p. 170 |
| Index | p. 182 |