The Research Onapplying Meta-cognitive Scaffolding To Collaborative Learning In Class

Today, with the rapid update of information, the need of society for talents notonly acquires some knowledge and technology, but also pay more attention oncollaboration ability and self-leaning ability. How to cultivate comprehensive talentswho have both collaboration ability and self-leaning ability? We have to do somethingin student times, especially fundamental education. Collaborative learning in class isimportant part of collaborative learning. Students can communicate with each otherbetter via collaborative learning in group, at the same time students can open up theircritical and innovative thinking. Although there are a lot of advantages throughcollaborative learning in class, we still discovered some deficiency aspects in processof teaching, i.e. students are short of communication and participation, and somestudents cannot pay attention on study.In order to solve these questions in collaborative learning, this thesis designmeta-cognitive scaffolding. Professor Hannafin put forward meta-cognitivescaffolding in Open Learning Environments Its mainly function includes that managestudents’ learning, guide students how to think. Meta-cognitive scaffoldingemphasizes the content of meta-cognition, i.e. students regulate their own cognitiveactivity; simultaneously stress the important of scaffolding, i.e. give some supports tostudents who accomplish learning task.The study of this thesis is mainly about finding out the questions that oftenappear in actual teaching, i.e. students are short of communication and participation,and some students cannot pay attention on study. Then, the writer designmeta-cognitive scaffolding that can ameliorate the phenomenon of students doesn’ttake part in study actively, students doesn’t communicate with each other energetically,students doesn’t pay attention on learning but other things.