초인지의 개념과 교수-학습에의 적용 = Metacognition and Its Application to Learning and Instruction

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the concept of metacognition and to explore its implication to learning and instruction.
Metacognition has been used to refer to many aspects of active cognition, but two broad definitions can be distinguished, namely knowledge about cognition and regulation of cognition.
The two forms of metacognition are closely related, but they do have quite different historical roots. Knowledge about cognition involves conscious access to one's own cognitive opertions and reflection about those of others. Regulation of cognition often referred to as executive control within information processing models, involves planning, monitoring, and evaluating.
From the discussion on metacognition, some implications to learning and instruction could be derived.
First, metacognitive learning is self-regulated learning, that is, it stresses on planning, monitoring, and evaluating about one's learning.
Second, effective teachers spontaneously create instructional scaffolding -metaphors, direct explaining and modeling- to provide students with the necessary information that will help them restructure their understanding.
Third, in the metacognitive instruction, the importance of attributing successful learning to effortful strategy use is stressed. Attributional retraining influences strategy durability and generalization.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 초인지의 개념
• Ⅲ. 초인지적 학습의 원리
• 1. 학습에 대한 기본 가정
• 2. 초인지적 자기규제학습
• Ⅳ. 초인지적 수업의 성격
• 1. 초인지적 독해수업
• 2. 초인지적 수학과 수업
• Ⅴ. 결 론
• 참고문헌
• 영문초록