Design And Application Of Mixed Learning Activity Based On Metacognition Theory

As a way of learning, blended learning appearing with the reflection of networklearning and the improvement of the single and traditional teaching, it gives full playto the advantages of both network learning and classroom learning, makes up for thedeficiencies of the two, provides learners with rich learning resources and a betterlearning environment, promotes the optimization of teaching and learning.This study analyzes the advantages for development, the development status athome and abroad and the theoretical basis of the blended learning, carries out thecharacteristics of blended learning and the general process, summarizes the activity inthe form of classroom learning and online learning framework, observes and analyzesof learners’ classroom/demand factors in online learning, learners analyze the statusquo and the general characteristics,from the learners’ cognitive style, Combined withthe undergraduate course grade three common course Modern Education TechnologyCurriculum courses, with ZLMS platform implementation of blended learningactivities design; The metacognitive theory is introduced, and play a role ofmetacognition support, investigation of metacognitive applications learners toparticipate in the activity, by combining the development of the learning activities,learners of different learning styles and learning self-efficacy research for analysis.In the design, in order to undergraduate students of class two of grade three asexperiment object, the first，make a learners’ learning style test to students, analyzethe present situation of education technology course learning through learningself-efficacy questionnaire survey, to obtain the relevant data before and after theexperiment. Analysis the experiment to promote learners’ mastery of learning content,and improve the self-efficacy of learning to the learners of different learning styles,produce different effect, has a practical guiding significance.Innovation point of this paper:1: the study of blended learning, blended learningmode at present most of the literature focused on the general design and research, lessresearch on blended learning "activity design";2: the study of blended learningactivity design, it is combined the theory of metacognition, join the metacognitive support, made a application to the metacognitive learners to participate in theactivities were analyzed, and the judge’s influence on learners’ learning self-efficacy,as a breakthrough point of the blended learning study also is less.