The complex relationship between learning, ability, task, demand, and meta-cognition (brainstorming) rev #2

The complex relationship between learning, ability, task, demand, and meta-cognition (brainstorming) rev #2 Liu Jianwen (blog. csdn. netkeminlau) 2009-11-1413: 51: 43 complex relationships between learning, ability, task, requirement, and meta-cognition (brainstorming) 2009-11-1413: 51: 43 KEMIN: we usually read articles, but not everyone

The complex relationship of learning, ability, task, requirement and meta-cognition (brainstorming) rev #2 the complex relationship of learning, ability, task, requirement and meta-cognition (http://blog.csdn.net/keminlau) 13:51:43) 13:51:43 KEMIN: We will usually read articles, but not everyone

The complex relationship between learning, ability, task, demand, and meta-cognition (brainstorming) rev #2

(Http://blog.csdn.net/keminlau)

13:51:43

The complex relationship between learning, ability, task, demand, and meta-cognition (brainstorming)
13:51:43
KEMIN: We generally read reports and articles, but not everyone can write articles. It can be seen that reading and writing at the meeting (not passive transcription, but actively writing) is not a level of ability; furthermore, the ability to write can be further divided into different levels based on how it is written. According to Bloom's learning ability level, the read will belong to the comprehension ability layer, and the write will belong to the application ability layer.

1 # learning result and capability level
BLOOM: Knowlwdge, Comprehension, Application, Analysis, synthesis, and Evaluation ).
Gana: verbal information, intelligent skills, cognitive strategies, attitudes, and Action Skills.

KEMIN: To understand the learning objectives, you must grasp the learning objectives. If you want to improve your abilities, what are your abilities? How many types are there? How is the rating capability strength?
He danced well. He sang well. He wrote well. He was very clever. He was humorous and friendly,
He is a student, he is a master, he is a doctor, he is a CEO, he is

2 # performance of human skills
Brain: Reading, writing, speaking, thinking
Limbs: Hands and feet


3 # capabilities and tasks
Capability is a mechanism for doing work, divided into the first day and the day after tomorrow.
The types of capabilities are derived from the types of tasks. Therefore, the classification of capabilities is switched to the classification of tasks. What is the task? One of the tasks is divided into work tasks and creation tasks,

For the brain, work is a complicated process and a complex object of cognition. Therefore, we must separate work from creation, although they are associated in some situations.

4 # tasks and creation tasks
Work is a process of completing certain scheduled tasks in a step-by-step manner. Work is to meet certain needs (generally static requirements) and generate certain benefits and values, for example, maintaining sound system operation;
A work process is like a multi-path branch process. The work content variables are limited to a limited value range. For example
START: select input (condition) variable x
CASE
Work Process
CASE B
Work Process B
CASE C
Work Process C
CASE ELSE
Ignore or forward to superiors for handling
END

Creation is a special kind of work, with no clear steps or specific task objectives. creation is characterized by the emergence of new things and new models, the new model satisfies the dynamic needs and generates greater value than the general work, such as design and innovation. Therefore, the research creation turns into research on what is the dynamic demand.

5 # create tasks and dynamic demands
What are dynamic requirements?
Dynamic demands seem to be unlimited. We can see from our daily growth, so we are not doing self-creation, but this kind of creation is unconscious and has limited efficiency.
KEMIN: The problem turns further, and the research on creation turns to understanding the source of development needs.

Most of us are unconsciously and passively acquiring the outside world. The task of meta-cognition is to change this casual self-creation into intentional self-creation and strengthen it.

6 # dynamic demands and opportunities
"The more opportunities there are, the more crises there are, and the higher the risks." What is high mobility? What is opportunity? Why are opportunities and crises born together?
First, from the perspective of system development, high mobility means that the system exchanges material and energy with the environment more frequently, increasing the growth rate;
Second, opportunity refers to the occurrence of material exchange events between the system and the environment, and the exchanged material is assumed to be advantageous to system development;
Third, because it is impossible to predict the good or bad exchange of material, the opportunity is born with the crisis.
As a result, how to improve the learning efficiency and speed up self-creation turns:
First, how to improve the mobility of the system and environment;
Second, how to clarify the nature of the system;
Third, how to clarify the nature of the exchange material and determine whether it is conducive to the system or not.
To solve these problems, we must provide semi-automatic policy reference for specific cases.

7 # Is a metacognitive task a work task or a creative task?
The task of metacognitive learning is to monitor and regulate the learning process and establish the ability of independent learning.
The ability to learn independently (The metacognitive ability seems to be different from the four limbs ability and general thinking ability. Is the metacognitive ability a special kind of thinking ability? Because the object of the metacognitive task is the learning process)
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Singing-reading-writing-speaking-Thinking

How to monitor and control the learning process? This depends on the learning process.

8 # Learning Process
Learning must start with a stimulus, analyze the stimulus, and finally make comprehensive use of the learning objects, including creation or design. Operations and handling in the learning process include induction of specific facts and deduction of new situations of inductive results, and [comparison] and [Classification] of fact materials.
8 #1 analysis method (type)
Qualitative analysis and quantitative analysis
System Analysis and Structure Analysis

8 #2 Comprehensive Approach



9 # Learning complex things strategies
9 #1 brain-side strategy
First, emotional interference; second, short-term memory capacity is small; third, long-term memory forgetting; third, unknown structure (Cognitive Mode); fourth, it is not capable of manipulation.
9 #2 Policy on the objective side
First, space; second, time; third, unknown Structure
9 #3 strategies for complex things experience Materials