认知技能包括深度学习策略，如比较，概述技能，如总结，批评和结构，回顾和概括，计划和转移技能，如考虑潜在的和基本的使用条件。元认知技能包括时间规划和学习计划，现实的目标设定，目标和结果导向，定期检查和测试，最后重新开始和反思过程和结果。在名为单向通信和双向通信的类中有两种主要的通信类型。在单向交流中，听众几乎没有机会直接直接回答。教师必须对听者的技能水平、先前的培训和对所交流材料的理解做出假设。因此，教师可能会犯以下的错误:使材料太困难，使材料太简单，使观众不能充分分享的假设，使他们无法理解所讲的内容。其他特点:传输速度快、准确度低、缺乏通用词汇。在双向沟通中，个人之间和个人之间有信息流。由于有机会得到即时反馈，一个人在单向交流中关于技能水平、先前的培训和对所交流材料的理解的许多假设都会立即得到测试。其他特点:传输速度慢，准确度高，有时间开发通用词汇表。
澳洲教育学论文代写:认知技能
The cognitive skills involve deep learning strategies like comparing, overview skills like summarising, criticising and structuring, reviewing and generalising, schematising, and transfer skills like considering potential and essential conditions of use. Meta-cognitive skills involve planning of times and planning for leaning, realistic goal setting, orientation on goals and outcomes, regular inspection and testing and finally restarting and reflection on process and outcome.There are two main types of communication which occurs within the class named one way and two way communications. Within One-way communication, Listener has little or no opportunity to respond straight away and directly. A teacher must make assumptions about the listener's skill level, prior training, and understanding of the material being communicated. Therefore, errors like the following could be made by the teacher: making the material too difficult, making the material too simple, making assumptions which are not fully shared by the audience, thus making it impossible for them to understand what is being said. Other characteristics: faster transmission less accuracy, potential lack of common vocabulary.Within Two-way communication, there is a flow of information among and between individuals. Because of the opportunity for immediate feedback, many of the assumptions that one makes under one-way communication about skill level, prior training, and understanding of the material being communicated get tested immediately. Other characteristics: slower transmission, greater accuracy, time to develop a common vocabulary.
