An Empirical Study On Metacognitive Intervention Supported By Learning Analysis Techniques

The development of the information age provides learners with more and more abundant learning resources.At the same time,the society demands more and more talents.Autonomous Learning and lifelong learning have become the new needs of the new era,which requires learners to have a clear understanding of their knowledge level,and have the ability to plan,monitor and adjust their learning process reasonably.However,many learners are affected by "cramming" teaching,and their self-regulated learning ability is generally low.Metacognition is the cognition of current cognitive activities,and the management,monitoring and regulation of self-learning process.Therefore,we can improve learners' autonomous learning ability by cultivating learners' metacognitive level,so that learners can learn how to monitor and adjust themselves.However,at present,the research on how to implement metacognition or potential metacognition intervention in class is still weak,and the research on how to objectively evaluate metacognition is also rare.This study constructs a metacognitive intervention model supported by learning analysis technology through literature review.The model includes five basic links:learner analysis,intervention stage selection,intervention design,intervention implementation and intervention effect evaluation.This paper takes two classes of students majoring in educational technology in a normal university as the research object,applies the model to the actual teaching,and implements different metacognitive intervention methods to the students of the two classes,in order to improve the metacognitive level of the learners,so as to cultivate the independent learning ability of the learners.Through learning analysis technology to collect,sort out and analyze learners' learning process behavior data,evaluate learners' metacognition level from the perspective of objective data,and explore theapplication effect of learning intervention model.Through the analysis of teaching experiment results,this study found that:(1)the metacognitive intervention based on Teachers' guidance can enhance learners' metacognitive knowledge,metacognitive experience and metacognitive monitoring;(2)the two kinds of intervention have different degrees of influence on learners' learning behavior,especially on learners' learning behavior performance and learning strategy selection Metacognitive intervention based on teacher's guidance;(3)from the three stages of metacognitive intervention,in the pre planning stage,the metacognitive intervention based on teacher's guidance has the most significant impact on learners' metacognitive knowledge;in the performance stage,the metacognitive intervention based on teacher's guidance reduces learners' metacognitive level;in the stage of self reflection,metacognitive intervention based on teacher's guidance has a significant effect on the three-dimensional metacognition of learners.