剧目
集合(抽象数据类型)
学会学习
过程(计算)
认知
心理学
体验式学习
计算机科学
认知科学
认知心理学
知识管理
数学教育
神经科学
物理
程序设计语言
操作系统
声学
作者
Carol S. Dweck,Allison Master
标识
DOI:10.4324/9780203831076-7
摘要
In self-regulated learning, students use their repertoire of strategies
to guide and enhance their learning process. Without these strategies, they cannot effectively harness their cognitive skills or their
motivation for skill acquisition. Now, it is often assumed that once
students have a well-stocked arsenal of strategies, they are all set,
but this is far from the case. In our work, we see many highly able
students abandon these strategies just when they are most needed.
Why does this happen?
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