What Are the Different Types of Active Learning Strategies?

In the study of learning strategies, the definition of learning strategies is always a basic problem. Regarding what is a learning strategy, people have put forward different views from different research perspectives and different research methods, and still have not reached a unified understanding. Some are used to refer to specific learning skills, such as retelling, imagination, and outline; some are used to refer to more general self-management activities, such as planning, comprehension, monitoring, etc .; some are used to refer to a combination of several Complex plans for specific technologies.

Chinese name: Learning strategy

Applied discipline: psychology
Application range: Educational psychology

Defining learning strategies

. Some even overlap with terms such as metacognition, cognitive strategies, and self-regulated learning. To sum up, the definition of learning strategies can be roughly divided into three types.

Think of learning strategies as learning activities or steps. It is not a simple event, but an intellectual activity for improving learning efficiency, encoding, analyzing, and extracting information. It is a set of operational processes for selecting and integrating applied learning skills.

Think of learning strategies as rules, abilities, or skills for learning.

Think of a learning strategy as a learning plan, which is a complex plan made by learners to accomplish learning goals.

Combining these different perspectives, we believe that:

The so-called learning strategies are the complex plans of the learning process that the learners have made purposefully and consciously in order to improve the effectiveness and efficiency of learning. ^[1]

Learning Strategy Principles

Subjectivity principle, internalization principle, specificity principle, generative principle, effective monitoring, personal self-efficacy.

Learning Strategy Features

Learning Strategy Initiative

Generally, the learning strategies adopted by learners are conscious psychological processes. When studying, learners must first analyze the learning tasks and their own characteristics, and then, based on these conditions, develop an appropriate learning plan. For newer learning tasks, learners are always thinking consciously and purposefully about plans for the learning process. The level of automation can only be achieved with reusable strategies.

Effectiveness of learning strategies

The so-called strategy is actually relative to effectiveness and efficiency. When a person does something, using the most primitive methods may eventually achieve the goal, but the effect is not good and the efficiency will not be high. For example, memorize a list of English word lists, and if you read it over and over again, as long as you have enough time, you will eventually remember it. However, the holding time will not be long, and the memory is not very strong; if the method of scattered review or memorization is used, the effect and efficiency of memory will be greatly improved at once.

Learning strategy procedural

Learning strategies are strategies about the learning process. It stipulates what to do or not to do during learning, what to do first, what to do, how much to do, and so on.

Procedural learning strategies

Learning strategies are learning plans made by learners and consist of rules and skills. Each study has a corresponding plan, and the learning strategy for each study is different. However, relative to the same type of learning, there are basically the same plans. These basically the same plans are some of our common learning strategies, such as the PQ4R reading method.

Differences in learning strategies

The learning method is a relatively fixed behavior pattern of the learner in the course of completing the learning task, such as taking notes, constantly repeating dictation, classification and comparison, etc. It is an explicit and operable process. The learning method is related to the learning task, but has nothing to do with the personality traits of the learner. It is more about the learner's adaptation to the environment. Learning strategies are the consciousness and tendency of learners to choose and comprehensively use learning methods, and are necessary conditions for learning methods to function properly. It can be seen that learning methods are the basis of learning strategies. Without learning methods or lack of learning methods, it is impossible to form higher-level learning strategies.

Learning strategy is a kind of psychological activity that accompanies the learning process of the learner. This kind of psychological activity is an arrangement of the learning process. This arrangement is not a rigid, fixed procedure, but it is based on various factors that affect the learning process An unstable cognitive schema generated by factors on the fly. This schema can be accepted by learners as experience, or it can disappear due to learners' neglect. Therefore, learning strategy refers to the thinking mode in which learners choose, use, and adjust learning procedures, rules, methods, techniques, resources, etc. when completing specific learning tasks. This mode is a relatively stable relationship between various factors that affect the learning process. It is closely related to the characteristics of the learner, the nature of the learning task, and the time and space of learning. It is a cognitive field function with a specific direction.

Classification of learning strategies

1.Classification of Danser Road

According to the role played by learning strategies, Dansereau (1985) divided learning strategies into basic strategies and supporting strategies. Basic strategies refer to various learning strategies for directly operating materials, mainly including information acquisition, storage, information retrieval, and application strategies. Supporting strategies mainly refer to strategies that help learners maintain an appropriate learning mental state to ensure the effective operation of basic strategies, such as focusing on strategies.

2, Mike Carr's classification

According to the components covered by learning strategies, McCakey and others summarize learning strategies into cognitive strategies, metacognitive strategies, and resource management strategies. ^[2]

Hierarchical classification of learning strategies

I. Cognitive Strategy

Cognitive strategies are methods and techniques for processing information that help to extract information from memory effectively. Generally speaking, cognitive strategies vary according to the type of knowledge learned. Retelling, elaboration, and organizational strategies are mainly for declarative knowledge. For procedural knowledge, there are patterns to recognise strategies and actions

Declarative knowledge, which is knowledge about facts, is a major aspect of school learning. Procedural knowledge tells us how to do something. To know how to do something, we need to know not only each step of the process, but also the conditions under which each step is taken . Procedural knowledge can therefore be thought of as consisting of "if ... then ..." conditional statements in the form: if a condition is appropriate, then an action is taken.

(A) Retelling Strategy

Paraphrasing strategies are methods that use internal language to reproduce learning materials or stimuli in the brain in order to maintain information in working memory in order to maintain attention on the learning materials.

(Two) fine processing strategy

Fine processing strategy is a deep processing strategy that links new learning materials with existing knowledge in the head to increase the meaning of new information.

For example, when studying the sentence "Doctors hate lawyers", we added the sentence "The lawyers sued the doctors." In this way, it is easier to recall later. There are many general fine processing strategies, many of which are called memorization. The more popular memorization methods are positional memory method, initial word lexical method, visual link idea and keyword method.

(Three) organizational strategy

The organizational strategy is to integrate the internal relationship between the new knowledge learned and the old and new knowledge to form a new knowledge structure.

Organization is an important means of learning and memorizing new information. Its method is to divide learning materials into small units. And put these small units into the appropriate categories, so that each piece of information is linked to the other. Some people think that the improvement of memory ability is the result of organization, because students can use the titles of various categories as clues to extract, thereby reducing the burden of recall. Therefore, in teaching, teachers should teach students to classify information to improve their memory ability. When teaching complex concepts, teachers must not only organize the materials in an orderly manner, but also make it clear to the students about the organizational framework.

(IV) Pattern Recognition Strategy

Pattern recognition knowledge involves the ability to recognize and classify stimulating patterns. An important example of pattern recognition is a new instance of identifying a concept. Example: Recognizing a whale as a mammal. The second important example of pattern recognition knowledge is identifying conditions that meet a certain behavior or conditions that apply a certain rule, such as when to "multiply after inverting a score." Like concepts, the process of pattern recognition is learned through the process of generalization and differentiation. For example, students have learned that all living organisms must complete eight major life processes: obtaining food, breathing, excretion, secretion, growth, reaction, reproduction, and exercise. This knowledge is declarative. Students need to use this knowledge to pay attention to the eight processes of life, and the conditional statement of this process is: "If an object performs all of the eight processes of life, then it is alive." Teachers can use such things as fish, breastfeeding Animals, plants, and other living organisms are different examples to promote generalization; counter-examples can also be cited. Although crystal stones have processes that promote differentiation and growth, they do not implement life processes such as exercise and breathing.

(V) Action series learning strategies

Action series are first learned as a series of steps that constitute a process. Learners must consciously perform each step, one step at a time, until the process is complete. There are two main obstacles to learning a process. The first is the limit on the amount of working memory storage. Especially when learning a long and complicated process, the difficulty is even greater. If any process is more than 9 steps long and exceeds the short-term memory capacity (7 ± 2), it will be difficult to keep it in working memory. To overcome this limitation, some memory aids can be used, such as writing these steps down to students. Of course, it is important to complete this process successfully, not to remember these steps. The second underlying problem is that students lack the necessary knowledge. It is very important to ensure that students have the necessary knowledge and skills when learning a certain process. For example, students have not learned certain principles and theorems, and asking them to solve geometric proofs will be very difficult. When teaching a certain process, teachers may wish to perform task analysis first, that is, to identify the next level of knowledge and skills that students must learn in order to achieve a certain teaching goal. Through task analysis, teachers can understand the students' ability in secondary skills, and if necessary, can provide some tuition.

Metacognitive strategies

Metacognitive strategies are students' strategies for their own cognitive processes, including strategies for understanding and controlling their own cognitive processes, which help students to effectively arrange and regulate the learning process. Planning strategies, control strategies and self-regulation strategies are all metacognitive strategies.

Third, the resource management strategy

Resource management strategy is a strategy that assists students in managing the available environment and resources. It helps students adapt to the environment and adjust the environment to meet their needs. It has an important effect on student motivation. It includes time management strategy, learning environment management strategy, effort management strategy and academic help-seeking strategy.

Resource management strategies include: the management of learning time, the management of the learning environment, the management of learning effort and mood, the use of learning tools, and the use of social human resources.