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Wyszukujesz frazę "strategie metakognitywne i kognitywne" wg kryterium: Temat


Wyświetlanie 1-2 z 2
Tytuł:
CULTURE ÉDUCATIVE ET CONSTRUCTION DES REPRÉSENTATIONS DE L’ASPECT GRAMMATICAL EN LANGUE ÉTRANGÈRE : STRATÉGIES DES POLONOPHONES APPRENANT LE FRANÇAIS EN MILIEU FORMEL
Strategies of Polish learners in the formal setting for the construction of representations of grammatical aspect in French
Autorzy:
Starościak, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/1036508.pdf
Data publikacji:
2018-09-20
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
educational culture
cognitive strategies
metacognitive strategies
foreign language learning and teaching
impact of the mother tongue
kultura nauczania i uczenia się
strategie kognitywne
strategie metakognitywne
uczenie się i nauczanie języka obcego
wpływ języka ojczystego
Opis:
In this paper we propose to study, through the results of the reflexive activity of verbalization, cognitive and metacognitive strategies that advanced Polish native learners in French are implementing to construct their representations of the functioning of the French grammatical aspect.The value of the grammatical aspect, expressed in French by the opposition between the passé composé tense and imparfait tense, do not completely coincide with that of the Polish aspectual opposition between perfective and imperfective verbs. Thus, the objective of this research is to analyze the impact of implicit and explicit knowledge from the source language on the construction of the operational rules concerning the grammatical aspect in French. In particular, it will be aimed to characterize the nature of this knowledge and verify how the educational culture of Polish learners affects the processing of grammatical input of the target language.
Źródło:
Neofilolog; 2016, 47/2; 243-258
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metapoznanie – czy możemy być świadomi przebiegu własnego procesu uczenia się stosując neurofeedback
Meta cognition – can we be aware of the process of our own learning – usage of neurofeedback
Autorzy:
Grochowska, Irena
Powiązania:
https://bibliotekanauki.pl/articles/470855.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:
metacognition
biofeedback
neurofeedback
metacognitive and cognitive strategies
brain waves
self-regulation
metapoznanie
strategie metakognitywne i kognitywne
fale mózgowe
samoregulacja
Opis:
The human mind is the mediator of knowledge about the world, because no human being has direct knowledge of their surrounding reality. All knowledge is „read and transported” by the brain and nervous system. Regardless of the progressive nature of the research into psychic phenomena, we are still faced with the mystery of what phenomena occur in the brain. The difficulties are mainly due to the interdisciplinary nature of cognitive science. Cognitive science as an interdisciplinary field, which attempts to explore the human mind and find a common area of research to unite all scientific research. Attempts to understand the mind constitute the most interdisciplinary task. Neuroscience is one of the disciplines that make up modern cognitive science. Neurobiology suggests the variety of processes that occur either in individual cells, the brain and nervous system, and the human body. Modern studies indicate the possibility of cognition of the brain in order to apply effective teaching and education. How does the brain learn? This question stimulates researchers to interdisciplinary cooperation in order to obtain a satisfactory answer. Recently there have been many new concepts related to research into the brain and methods that allow you to better utilize the potential of the brain in order to undertake a conscious process of self-discovery. The science of the brain is not only a part of medical science or biology, but also disciplines such as pedagogy and didactics. The concepts neuroteaching, neurodidactics and neurotechnologies are new, still relatively unknown and unused. Reflecting on the conscious changes in the learning process, it is worth looking into the rules of biofeedback and neurofeedback and the possibilities to practically applying EEG biofeedback training, which is becoming a readily available method. Insightful observations of bioelectrical activity of the brain have led to naming multiple correlations between the mental state of individuals, their behaviour and EEG activity. Biofeedback, as a neuro technological road to self-discovery, allows for the individual functions of the brain and body, previously considered involuntary, to become dependent on our will to a certain degree. Upon obtaining a higher degree of self-awareness, self-regulatory responses develop. Proponents of this method argue that self-regulation will become a major part of health care in the twenty-first century.
Źródło:
Studia Ecologiae et Bioethicae; 2014, 12, 3; 9-32
1733-1218
Pojawia się w:
Studia Ecologiae et Bioethicae
Dostawca treści:
Biblioteka Nauki
Artykuł
    Wyświetlanie 1-2 z 2

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