Chapter 3 concerns the experiments and researches made on individual secondary professional school students " english reading competence , focusing on the correlation between the two sorts of knowledge and effective reading . chapter 4 discusses the specific experiments and their results . the findings and conclusions drawn thereof generally concur with the researches on reading made by cognitive psychologists 随后的第四章具体介绍了有关阅读个体差异的实验与调查研究，并从实验与调查的角度出发，讨论了陈述性知识的差异和程序性知识的差异对于有效阅读的影响，指出阅读个体在阅读过程中所遇到的困难往往因人而异。
Solving maths problems is a creative maths thinking activity . in this process , the leading function of meta - cognition knowledge of maths is presented on its controlling procedural knowledge , directing and supporting contextual knowledge , gathering evaluation knowledge and adjusting meta - cognition experience . through the questionnaire of maths meat - cognition for students , the author finds that students " maths meta - cognition capability can be improved 数学问题解决是创造性的数学思维活动，在数学问题解决过程中，数学元认知知识的统摄作用表现在程序性知识的控制作用、情境性知识的引导和支持作用、评价性知识的收敛作用、数学核心思想的调控作用、数学思维模式的规范作用、策略性知识的启发作用；数学元认知体验的调节作用表现在修正目标、改组数学元认知知识和激活策略；数学元认知的监控作用表现在定向、控制、调节。
If the students have the metacognitive ability , they will change the declarative knowledge into the procedural knowledge , form the right cognitive guidance , and arouse the innovative consciousness and innovative ability . the metacognitive ability also can bring every positive factor of the students and improve the quality of the students 培养学生的元认知能力，不仅有利于学生将陈述性知识转化为程序性知识，有利于学生形成正确的认知导向，有利于学生学习的迁移，有利于启发学生的创新意识、培养创新能力，而且可以调动学生学习的主动性、充分发挥学生的主体作用，促进学生素质的全面提高。
In the first place psycholinguistic theory and cognitive theory are adopted to account for the nature of language comprehension and language production and the necessity of conducting learning strategy research , then learning strategies are described in the framework of cognitive theory and presented as cognitive skills which begin as declarative knowledge and can become proceduralized through cognitive , associative and autonomous stages of learning 首先用心理语言学的理论和认知理论解释语言理解和语言输出的实质并说明进行学习策略研究的必要性。然后用认知理论分析学习策略，指出学习策略属于人们的认知技巧，可以通过认知、联络和自动无意识三个阶段获得并由陈述性知识变为人们头脑中的程序性知识。
The present study is done under the guidance of the reading theories of contemporary cognitive psychology . starting with an analysis of the reading process , it aims to provide a factual survey on the differences between declarative knowledge and procedural knowledge and find the main causes of difficulties for professional school students in reading . it is found that declarative knowledge is static , represented by schemata , while procedural knowledge is dynamic , represented by the " if - then " model 本研究拟以当代认知心理学的阅读理论为指导，以英语阅读过程分析为切入口，以中职生(包括职业中专和综合高中的学生)为主要研究对象，对中国学生个体在阅读过程中表现出的在以图式为其综合表征形式的静态性的陈述性知识和以“ if - then ”产生式为其表征形式的动态性的程序性知识方面的差异进行实际调查，了解造成阅读困难的根源所在。
The findings not only show that eliciting mathematical explanation is really helpful to construct declarative knowledge and procedural knowledge , to integrate new and old knowledge , and to generate self - inference and repair students " mental model , but also show that if the teacher provides appropriate intervention , it may have a critical influence on fostering students " understanding 研究结果表明诱导学生数学解释的确有助于促进学生陈述性和程序性知识的建构，有助于促进学生对新旧知识的整合，有助于学生产生自我推论和修复心理模型.同时发现教师提供适当的干预对促进学生理解有重要影响
