Hattie John A C, Donoghue Gregory M
Science of Learning Research Centre, Graduate School of Education, University of Melbourne, Carlton, VIC, Australia.
NPJ Sci Learn. 2016 Aug 10;1:16013. doi: 10.1038/npjscilearn.2016.13. eCollection 2016.
The purpose of this article is to explore a model of learning that proposes that various learning strategies are powerful at certain stages in the learning cycle. The model describes three inputs and outcomes (skill, will and thrill), success criteria, three phases of learning (surface, deep and transfer) and an acquiring and consolidation phase within each of the surface and deep phases. A synthesis of 228 meta-analyses led to the identification of the most effective strategies. The results indicate that there is a subset of strategies that are effective, but this effectiveness depends on the phase of the model in which they are implemented. Further, it is best not to run separate sessions on learning strategies but to embed the various strategies within the content of the subject, to be clearer about developing both surface and deep learning, and promoting their associated optimal strategies and to teach the skills of transfer of learning. The article concludes with a discussion of questions raised by the model that need further research.
本文的目的是探索一种学习模式，该模式提出各种学习策略在学习周期的特定阶段具有强大作用。该模式描述了三种输入与结果（技能、意愿和兴奋感）、成功标准、学习的三个阶段（表面、深入和迁移）以及表面和深入阶段各自的获取与巩固阶段。对228项元分析的综合研究得出了最有效的策略。结果表明，存在一部分有效的策略，但这种有效性取决于它们在模式中所实施的阶段。此外，最好不要单独开设关于学习策略的课程，而是将各种策略融入学科内容中，更明确地培养表面学习和深入学习，推广其相关的最优策略，并教授学习迁移技能。文章最后讨论了该模式提出的需要进一步研究的问题。
