元認(rèn)知意識量表 Metacognitive Awareness Inventory[復(fù)制]

尊敬的受訪者，您好。我們是來自馬來亞大學(xué)教育學(xué)院的碩士研究生，現(xiàn)正在進行關(guān)于“元認(rèn)知意識”的調(diào)查。該問卷填寫完全自愿，尊重受訪者的意愿；同時，我們將保證問卷的匿名性和保密性。本問卷共包含55道單選題，預(yù)計完成時間2到5分鐘。
Hi, Dear interviewee. We are Masters from the Faculty of Education, University of Malaya and are currently conducting a survey on "metacognitive awareness". This questionnaire is completely voluntary and respects the wishes of the interviewees. At the same time, we will ensure the anonymity and confidentiality of the questionnaire. This questionnaire consists of 55 multiple-choice questions and is expected to take 2 to 5 minutes to complete.

元認(rèn)知最簡單的定義是“對自己的思維過程進行思考或考慮”。這指的是有效學(xué)習(xí)者所表現(xiàn)出的“自我調(diào)節(jié)”，這意味著他們意識到自己的學(xué)習(xí)過程，并能在學(xué)習(xí)時衡量自己的學(xué)習(xí)效率。從本質(zhì)上講，元認(rèn)知涉及兩個同步的思維層次：第一個層次是學(xué)生對特定學(xué)科內(nèi)容的思考/學(xué)習(xí)，第二個層次是學(xué)生對自己學(xué)習(xí)的思考。練習(xí)元認(rèn)知的學(xué)生會問自己：“我是怎么想的？”或“我在學(xué)習(xí)過程中處于什么位置？”我學(xué)習(xí)/理解這個主題了嗎？我怎樣才能更有效地學(xué)習(xí)？”
這兩個層面是：知識和監(jiān)管。具有元認(rèn)知意識的學(xué)生表現(xiàn)出自知之明：他們知道在學(xué)習(xí)過程中什么策略和條件最適合他們。陳述性、程序性和條件性知識是發(fā)展概念性知識（內(nèi)容知識）的必要條件。條理性是指學(xué)生對策略實施的了解程度和監(jiān)控策略有效性的能力。當(dāng)學(xué)生調(diào)節(jié)時，他們在不斷發(fā)展和監(jiān)控自己的學(xué)習(xí)策略，這是基于他們不斷發(fā)展的自我認(rèn)識。
請完成元認(rèn)知意識量表來評估您的元認(rèn)知過程。
The simplest definition of metacognition is “thinking about thinking.” This refers to the “selfregulation” that effective learners exhibit, meaning they are aware of their learning process and can measure how efficiently they are learning as they study. Essentially, metacognition involves two simultaneous levels of thought: the first level is the student’s thinking/learning about the specific subject content and the second level is the student’s thinking about his/her learning. A student practicing metacognition would ask him/herself “How am I thinking?” or “Where am I in the learning process? Am I learning/understanding this topic? How could I learn more effectively?”
These two levels are: knowledge and regulation. Students who are metacognitively aware demonstrate self-knowledge: They know what strategies and conditions work best for them while they are learning. Declarative, procedural, and conditional knowledge are essential for developing conceptual knowledge (content knowledge). Regulation refers to students’ knowledge about the implementation of strategies and the ability to monitor the effectiveness of their strategies. When students regulate, they are continually developing and monitoring their learning strategies based on their evolving self-knowledge.
Complete the Metacognitive Awareness Inventory to assess your metacognitive processes.
Hi! First, Please fill in your personal information. 你好！第一步，請先填寫您的個人信息。
1. Gender 性別
2. Age 年齡
3. Education background 學(xué)歷
4. Nationality 國籍
Congratulations! Now let's move on to step 2: Please complete the Meta-Consciousness Scale from the perspective of a learner. The scale is divided into two parts and will assess your "Knowledge about Cognition" and "Regulation of Cognition" respectively. 恭喜你！現(xiàn)在讓我們進入第二步：請您以學(xué)習(xí)者的視角，完成“元意識量表”。該量表分為兩個部分，將分別對您的“關(guān)于認(rèn)知的知識”和“認(rèn)知調(diào)節(jié)”進行評估。

Now, let's move on to the first part, "Knowledge about Cognition." 現(xiàn)在，讓我們進入第一部分，“關(guān)于認(rèn)知的知識”。
5. I understand my intellectual strengths and weaknesses. 我了解自己智力上的優(yōu)勢和劣勢。
6. I know what kind of information is most important to learn. 我知道什么樣的信息是最重要的。
7. I am good at organizing information. 我善于組織信息。
8. I know what the teacher expects me to learn. 我知道老師希望我學(xué)什么。
9. I am good at remembering information. 我善于記憶信息。
10. I have control over how well I learn. 我可以控制自己的學(xué)習(xí)效果。
11. I am a good judge of how well I understand something. 我能很好地判斷自己對某件事的理解程度。
12. I learn more when I am interested in the topic. 當(dāng)我對一個話題感興趣時，我學(xué)到了更多。
13. I try to use strategies that have worked in the past. 我嘗試使用過去有效的策略。
14. I have a specific purpose for each strategy I use. 對于我使用的每一個策略，我都有一個特定的目的。
15. I am aware of what strategies I use when I study. 我知道我在學(xué)習(xí)時使用了什么策略。
16. I find myself using helpful learning strategies automatically. 我發(fā)現(xiàn)自己會自動使用有用的學(xué)習(xí)策略。
17. I learn best when I know something about the topic. 當(dāng)我對主題有所了解時，我學(xué)得最好。
18. I use different learning strategies depending on the situation. 我根據(jù)不同的情況使用不同的學(xué)習(xí)策略。
19. I can motivate myself to learn when I need to. 我可以激勵自己在需要的時候?qū)W習(xí)。
20. I use my intellectual strengths to compensate for my weaknesses. 我用我的智力優(yōu)勢來彌補我的弱點。
21. I know when each strategy I use will be most effective. 我知道什么時候我使用的每一個策略是最有效的。
You have completed the first part of this questionnaire! Please proceed to the second part, "Regulation of Cognition". 您已完成該問卷的第一部分！請繼續(xù)完成第二部分，“認(rèn)知調(diào)節(jié)”。
22. I pace myself while learning in order to have enough time. 為了有足夠的時間，我一邊學(xué)習(xí)一邊調(diào)整自己的節(jié)奏。
23. I think about what I really need to learn before I begin a task. 在開始一項任務(wù)之前，我會考慮我真正需要學(xué)習(xí)的是什么。
24. I set specific goals before I begin a task. 我在開始一項任務(wù)之前設(shè)定了明確的目標(biāo)。
25. I ask myself questions about the material before I begin. 在開始之前，我會問自己一些關(guān)于材料的問題。
26. I think of several ways to solve a problem and choose the best one. 我想幾種方法來解決一個問題，并選擇最好的一個。
27. I read instructions carefully before I begin a task. 在開始一項任務(wù)之前，我會仔細(xì)閱讀說明。
28. I organize my time to best accomplish my goals. 我安排我的時間以最好地完成我的目標(biāo)。
29. I slow down when I encounter important information. 遇到重要信息時，我會放慢速度。
30. I consciously focus my attention on important information. 我會有意識地將注意力集中在重要信息上。
31. I focus on the meaning and significance of new information. 我關(guān)注新信息的意義和重要性。
32. I create my own examples to make information more meaningful. 我創(chuàng)造自己的例子，使信息更有意義。
33. I draw pictures or diagrams to help me understand while learning. 在學(xué)習(xí)的過程中，我會畫一些圖片或圖表來幫助我理解。
34. I try to translate new information into my own words. 我試著用自己的話來解釋新信息。
35. I use the organizational structure of the text to help me learn. 我用課文的組織結(jié)構(gòu)來幫助我學(xué)習(xí)。
36. I ask myself if what I’m reading is related to what I already know. 我問自己，我正在讀的東西是否與我已經(jīng)知道的有關(guān)。
37. I try to break studying down into smaller steps. 我試著把學(xué)習(xí)分成更小的步驟。
38. I focus on overall meaning rather than specifics. 我關(guān)注的是整體意義而不是細(xì)節(jié)。
39. I ask myself periodically if I am meeting my goals. 我定期詢問自己是否達到了我的目標(biāo)。
40. I consider several alternatives to a problem before I answer. 在回答問題之前，我會考慮幾個替代方案。
41. I ask myself if I have considered all options when solving a problem. 我問自己在解決問題時是否考慮了所有的選擇。
42. I periodically review to help me understand important relationships. 我定期復(fù)習(xí)以幫助我理解重要的關(guān)系。
43. I find myself analyzing the usefulness of strategies while I study. 我發(fā)現(xiàn)自己在學(xué)習(xí)的時候會分析策略的有用性。
44. I find myself pausing regularly to check my comprehension. 我發(fā)現(xiàn)自己經(jīng)常停下來檢查自己的理解。
45. I ask myself questions about how well I am doing while I am learning something new. 當(dāng)我學(xué)習(xí)新東西的時候，我會問自己做得怎么樣。
46. I ask others for help when I don’t understand something. 當(dāng)我不懂的時候，我會向別人尋求幫助。
47. I change strategies when I fail to understand. 當(dāng)我無法理解時，我會改變策略。
48. I re-evaluate my assumptions when I get confused. 當(dāng)我感到困惑時，我會重新評估我的假設(shè)。
49. I stop and go back over new information that is not clear. 我停下來，回顧不清楚的新信息。
50. I stop and reread when I get confused. 當(dāng)我感到困惑時，我會停下來再讀一遍。
51. I know how well I did once I finish a test. 一旦我考完，我就知道我考得有多好。
52. I ask myself if there was an easier way to do things after I finish a task. 我問自己，在我完成一項任務(wù)后，是否有更簡單的方法來做事情。
53. I summarize what I’ve learned after I finish. 我在完成后總結(jié)我所學(xué)到的。
54. I ask myself how well I accomplish my goals once I’m finished. 我問自己，一旦我完成了我的目標(biāo)，我完成得有多好。
55. I ask myself if I have considered all options after I solve a problem. 在解決問題后，我會問自己是否考慮過所有的選擇。
56. I ask myself if I learned as much as I could have once I finish a task. 我問自己，一旦我完成一項任務(wù)，我是否學(xué)到了盡可能多的東西。
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