Tiếp cận quá trình siêu nhận thức trong giảng dạy học phần Toán kinh tế: Định hướng phát triển năng lực tự học và giải quyết vấn đề cho sinh viên
Tóm tắt
In the context of competency-based higher education reform, particularly the development of students’ self-regulated learning and problem-solving skills in Econometrics courses, this study seeks to propose a metacognitive instructional model for teaching. Using theoretical research methods, literature analysis and synthesis, and instructional model design, the study develops a three-phase framework - planning, monitoring, and reflection – based on the theoretical foundations of Flavell (1979), Schraw and Dennison (1994), and Mevarech and Kramarski (2014). This framework is designed to integrate metacognitive activities with key components of self-directed learning and problem-solving competencies in Econometrics instruction. The findings indicate that embedding metacognitive questioning into each step of problem-solving supports the orientation and development of students’ self-regulation skills. Accordingly, the study emphasizes metacognition as an important pedagogical tool for enhancing instructional effectiveness and fostering active learning at the tertiary level.
Tài liệu tham khảo
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