旨在培养学生自主学习的自主学习和有条件或元认知的学习知识的干预措施，专门设计学习如何学习程序，以及如何将学习方法嵌入到正规的学科教学中。Simpson等人(1997)特别提到了学习策略向新形势转移有限和缺乏长期评价数据的问题。都知道成功的项目之一,这种强调“综合学习思考,集成学习学习和集成学习调节学习和思考”的综合项目,学生们astrategies诱导激活他们已有的知识学习,反思自己学习和选择方法,以及不同的学习风格的影响在特定学科领域的学习成果质量一般。综合课程的一个主要优点是，它可以与不同年龄、不同发展水平和不同学习领域的学习者一起实施，并使他们受益。在日常指导中，认知干预依赖于反思、说服、提高意识以及建设性的摩擦，以引起学生对学习的误解。在实际学习过程中进行这种干预特别适合提高学生对学习策略和学习结果之间关系的认识。
英国利兹论文代写:特定学科领域的学习
Interventions aimed at fostering student's development of active general self regulated learning and conditional or metacognitive knowledge about learning have involved specifically designed learning how to learn programs as well as integrated programs where learning how to learn is embedded within regular discipline instruction. Simpson et al, (1997) especially mention the problems of limited transfer of the learned strategies to new situations and the lack of long term evaluation data. One well know successful program of that kind emphasise "integrated learning to think, integrated learning to learn and integrated learning to regulate learning and thinking" In integrated programme, students are induced to activate their existing knowledge astrategies about learning, to reflect on their own and alternative approaches to learning, and on the impact of different learning styles on the quality of learning outcomes in their particular discipline area as well as in general. A major advantage of integrated programme is that they can be implemented with, and benefit learners of all ages, all levels of development and across all fields of study. Cognitive interventions during regular instructions rely on reflection, persuasion, awareness raising as well as constructive frictions in order to raise challenge students possible misconception about learning. Carrying out such interventions during the actual process of learning is particularly well suited to raise student's awareness of the relationships between learning strategies and learning outcomes.