Optimization of College English Acquisition on the Basis of Mind-Map and Meta-Cognitive Learning Strategies

HTML  XML Download Download as PDF (Size: 204KB)  PP. 1-5  
DOI: 10.4236/oalib.1102781    1,287 Downloads   2,281 Views  Citations
Author(s)

ABSTRACT

In modern society, both science and technology are developing at an unprecedented rate, which need more talents. The key of talent training includes, on the one hand, professional knowledge and skills and on the other hand, the ability of thinking and autonomic learning. As an effective tool of thinking, mind-map can develop human potential and the students’ thinking ability greatly. Mind-map is made up of lines, symbols, text, color and graphics elements. One can visualize the storage, organization, arrangement, study, and review and memorize information by applying this effective means of thinking. It is based on the related way of thinking style that one can construct his own knowledge system. At the same time, meta-cognition is people’s perception of their own cognitive activities, which includes meta-cognitive knowledge (thinking about thinking), meta-cognitive experience (selecting and using strategies), and meta-cognitive monitoring strategy. Meta-cognitive learning strategies are playing an important and essential role in students’ autonomic learning. Based on meta-cognitive learning strategies and mind-map, the author takes college English teaching and learning process of non-English major students in Yantai Nanshan University as the research objective, explores the optimization of college English teaching and learning pattern and provides references for college teachers home and abroad.

Share and Cite:

Huang, M. (2016) Optimization of College English Acquisition on the Basis of Mind-Map and Meta-Cognitive Learning Strategies. Open Access Library Journal, 3, 1-5. doi: 10.4236/oalib.1102781.

Copyright © 2024 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.