专业发展中的元认知训练可以提高和维持学生的成绩
Metacognitive Training in Professional Development Can Improve and Sustain Student Achievement
摘要：
美国的中学生在数学和科学方面仍然成绩不佳。提高教师素质是提高学生成绩的核心组成部分。在这里，我们报告的专业发展计划，MAST系统，开发数学教学的知识和技能，包括元认知知识和监管。在这个认知学徒计划中，教师学会计划，评估和调整，以提高学生的参与度和成就。核心是元认知实践的辩护教学。通过实践这种反思方法，教师成为适应性专家，能够在课堂上创新。在为期两年的干预期间，与地区和州相比，MAST系统导致加州标准测试数学成绩大幅提高。此外，在干预完成后，改善持续了几年。学生成绩的持续提高表明教师和学校以可持续的方式发生了变化。
英文摘要：
Secondary school students in the United States continue to underachieve in mathematics and science. Improving teacher quality is a core component of improving student achievement. Here we report on a professional development program, the MAST System, that develops the knowledge and skills for teaching mathematics, including metacognitive knowledge and regulation. In this cognitive apprenticeship program, teachers learn to plan, evaluate and adjust to improve student engagement and achievement. Central is the metacognitive practice of defense of instruction. By practicing this reflective approach, teachers become adaptive experts, able to innovate in the classroom. During the two-year intervention, the MAST System resulted in large increases in the California Standards Test mathematics scores, compared to both the district and the state. In addition, improvement continued for several years after the intervention was completed. This continued improvement in student scores indicated that the teachers and schools changed in a sustainable way.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
