期刊名称：SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES
印刷版ISSN：2319-4766
电子版ISSN：2278-8808
出版年度：2017
卷号：4
期号：35
页码：6379-6389
语种：English
出版社：SCHOLARLY RESEARCH JOURNAL'S
摘要：Learning depends on the effective use of cognitive process such as memory and attention, the activation of relevant background knowledge and the deployment of cognitive strategies to achieve particular goals. To ensure that the basic processes are used effectively that the activated knowledge is indeed relevant and the appropriate strategies are being organized. The task category of metacognitive knowledge included all the information about a proposed task that is available to a person (Flavell, 1979). This knowledge guides the individual in the management of a task, and provides information about the degree of success that he is likely to produce. Lesson planning and teaching is the task for student teachers. ‘How to start thinking on given topic for teaching purpose and how to process on the knowledge?’ is the major question which is frequently asked by student teachers. So, purpose of the paper is to suggest and implement the activities for developing metacognitive knowledge skill among student teachers.
