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双语推荐：学习元

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为探讨学习障碍儿童的元认知特点与学习动机的关系,选取内江一小等156名小学生进行测试,经PRS量表筛选分为学习障碍儿童和一般儿童。结果显示,学习障碍儿童各项元认知能力和学习动机显著低于一般儿童;元认知与学习动机总体相关显著,但学习障碍儿童提高动机和附属动机与元认知的相关不显著,认知动机相关显著;表明学习障碍儿童的求知欲会影响学习过程,但应提高功利因素以及长辈社会在赞许方面的影响力。
To study the relationship between metacognitive characteristics and learning motivation of children with learning disability by 156 pupils selected from neijiang No.1 primary school, they are divided into learning disabilities children and normal children by PRS scale.The results show, the metacognitive ability and learning motivation of children with learning disabilities are significantly lower than normal children; metacognition and learning motivation are interrelated remarkably; but the improve motivation and affiliated motivation of children with learning disabilities are not interrelated remarkably to metacognition;cognitive motivation is interrelated remarkably to metacognition;show that thirst for knowledge of children with learning disabilities will influence the learning process;but the influence of utility factor and praise from elders and society should be improved.

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目的探讨护理本科生元情绪和学习适应性的关系，为促进学生的学业成就提供科学依据。方法运用特质性元情绪量表和大学生学习适应量表对225名护理本科生进行测评。结果护理本科生元情绪均分为（3．42±0．53）分；学习适应性均分为（3．60±0．52）分；元情绪与学习适应性呈正相关，元情绪3维度能预测学习适应性12．7％的变异量。结论护理本科生元情绪处于中等水平。学习适应性处于较好水平。护理管理者或是教育者应指导学生对情绪进行调节和管理，以消除对学生学习适应不利的因素，以提高学生学习的适应性。
Objective To explore the relationship between meta-mood and learning adaptability of undergraduate nursing students in order to promote the students'' academic achievement.Method 225 nursing students participated in the survey using the trait Meta-Mood Scale and the college students'' learning adaptability scale.Results The average total scores on meta-mood and learning adaptability were(3.42±0.53)and(3.60±0.52),respectively.They were positively correlated and the 3 dimensions of meta-mood predicted the variance of learning adaptability by 12.7%.Conclusions The meta-mood of undergraduate nursing students is at moderate level,and learning adaptability is at a better level.The nursing administrations or educators should guide students to manage their moods so as to improve the students'' learning adaptability.

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算法选择实际上可视为一种学习任务.鉴于此,首先分析基于元学习思想的算法选择框架;然后从数据集特征和元算法两个角度对基于元学习思想的算法选择方法进行归纳总结;最后分析基于元学习思想的算法选择存在的问题,并指出未来发展方向.
The algorithm selection problem can be considered as a learning task. Therefore, the framework of algorithm selection based on meta-learning is analyzed firstly. Then the algorithm selection based on meta-learning is classified and summarized from the viewpoint of characteristics of data set and meta-algorithm. Finally, the problems of algorithm selection based on meta-learning are analyzed, and the develop directions are proposed in the future.

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元记忆的研究是当前记忆研究的热点。学习困难儿童元记忆监测与控制特点的研究更是一个崭新的领域，本文从四个方面总结了该领域内的相关研究成果：（1）学困生元记忆监测控制水平；（2）学困生元记忆监测控制水平年龄发展特点；（3）学习困难儿童学习时间分配特点；（4）学习困难儿童元记忆与其记忆成绩的关系。
Metamemory research is currently a hot topic in mem-ory research. The research on the characteristics of the monitor-ing and control of the metamemory of children with learning diffi-culty is more of a totally new field. This paper summarized rele-vant research results in this field from four aspects:(1)the moni-toring and control level of the metamemory of students with learning difficulties;(2)the characteristics of the monitoring and control level of the metamemory of students with learning diffi-culties with the growth of age;(3)the characteristics of the alloca-tion of time by children with learning difficulties;(4)the relation-ship between the metamemory and memory performance of chil-dren with learning difficulties.

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元认知理论是现代认知心理学研究学习的一个重要理论，元认知策略与英语学习相结合是近年来热议研讨的学习模式。本文通过探究元认知策略在中职英语学习的应用，优化中职学生的英语学习策略，从而提高学生英语学习兴趣和能力。进而提高英语语言能力与综合素质。
Meta-cognitive theory is an important theory for research and study of modem cognitive psychology, combination of metacognitive strategies and learning English is a heated learning mode debate in recent years. This paper explores the application of metacognitive strategies in vocational English language learning, optimization of vocational students in English learning strategies to improve students＇ English learning interests and abilities, thus improving English language skills and overall quality.

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对韶关学院133名英语专业本科生元认知策略使用情况的调查结果表明，学生不经常使用元认知策略；建立学习重点、安排和计划学习、评价学习这三类元认知策略都与英语专业四级成绩具有相关性；成绩合格组和不合格组在建立学习重点及安排和计划学习两类策略的使用上存在显著差异。
A survey conducted on English majors’ application of metacognitive strategies indicates that English majors in a local college do not often use these strategies. Students’ use of metacognitive strategies significantly correlates with their English proficiency, while the two proficiency groups significantly differ from each other in the use of two strategies: centering your learning, arranging and planning your learning.

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元认知学习策略在英语的学习过程中起着十分重要的作用，它能使学习者有目的地对整个学习过程进行计划、监控和调节反馈，以达到最佳的学习效果。本文主要阐述在“英语国家概况”课程的课堂教学过程中如何应用元认知策略，从而培养学生对元认知策略的使用意识，进一步提高学生自主学习的能力。
Metacognitive strategies play a pivotal role in English learning, as they can make the learners purposefully plan, moni-tor, and adjust the entire learning process and give feedback, thus achieving the best learning effect. This paper mainly illuminates how to apply metacognitive strategies in the classroom teaching of "A Survey of English-Speaking Countries", in order to cultivate students'' awareness of using metacognitive strategies and further improve their ability of autonomous learning.

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该研究探讨元认知学习策略对不同性别艺术生大学英语词汇习得的影响。研究发现元认知词汇学习策略和词汇成绩显著相关，特别是计划策略与监控策略与词汇成绩显著相关。不同性别艺术生词汇学习元认知策略使用水平有显著差别，但是词汇成绩无显著差别。元认知学习策略对不同性别学习者大学英语词汇成绩无显著影响。
This paper discusses the influence of metacognitive vocabulary learning strategy on the Arts Students ’vocabulary learn?ing as regards gender. After the experiment, it can be concluded that there is a positive relationship between the use of metacogni?tive vocabulary learning strategy and vocabulary proficiency. Among the three dimensions of the use of metacognitive vocabulary learning strategy, the use of plan strategy and the use of monitor strategy have a more positive relationship with vocabulary profi?ciency. Research shows that as concerns gender, the use of metacognitive vocabulary learning strategy significantly differs but there is no marked difference as regards vocabulary proficiency. The usage of metacognitive vocabulary learning strategy makes no difference to vocabulary proficiency.

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本文在界定元认知学习策略的理论基础之上，阐述了元认知学习策略与有效英语阅读的关系，进而探讨了提高英语阅读元认知策略水平的方法和注意事项。
Based on the definition of meta cognitive learning strategy, the paper expounds the relationship between metacognitive learning strategies and the efficient English reading, and then discusses the methods of improving English reading metacognitive strategy level and the matters needing attention.

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通过分析高职会计中教与学的现状，分析自主学习与元认知的关系，本文从教师提醒与自我提问相结合、学习计划的制订、反思与自我评价这些角度设计了学习活动前、学习活动中和学习活动后的教学方案，以期提高学生的元认知能力，实现学生的自主学习和可持续发展。
The paper first analyzes the present situation of teaching and learning of higher vocational accounting, and then analyzes the relationship between autonomous learning and meta-cognition. Besides, from the combination of teachers'' reminding and self-questioning, the making of learning plan, reflection and self-evaluation, the teaching plan before, while and after learning activities is designed, in order to promote students'' meta-cognitive ability, realize the purposes of stu-dents'' autonomous learning and sustainable development.

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