A Design For The Training Of Metacognition And The Effects Of Evaluative Study On Elementary Students

In the daily life,we need to solve a variety of problems.Metacognition is one of the essential elements in problem solving.Metacognition is the individual's knowledge,monitoring and experience of his own cognitive activities.In this study,pupils were the subjects of study and metacognitive training for primary school students was designed.This article consists of three parts.The first part compiled the "Pupil Metacognitive questionnaire(parents-evaluate version)" questionnaire.Provides tool for the evaluation of training effects.The steps for the development of the questionnaire are: to determine the theoretical framework of the questionnaire;to determine the dimensions of the questionnaire according to the theoretical framework;to compile the items;to test the measurement attributes of the questionnaire.The second part carries on the metacognitive training design for primary school students and includes the determination of training objectives,training objects,design methods and training tools.The third part is training implementation and effectiveness evaluation.Four classes from four schools were selected for teacher and student metacognitive training for a period of two months.This study adopted “control-experiment parallel post-test design”.The conclusions of this study are as follows:1.The Pupil Metacognitive questionnaire(parents-evaluate version)includes planning,monitoring and evaluation.The questionnaire has good internal consistency reliability,structural validity and criterion validity.2.The goal of metacognitive training is to improve the ability of pupils to plan,monitor and evaluate,and then to increase problem-solving awareness and problem-solving abilities;the subject of training are teachers and students,among which teachers are the mediators of training and pass the metacognitiveknowledge to students through teachers;using the literature review and coaching dialogue as design means;use " Teachers' self-question list " and metacognitive knowledge as the training tools;the final training program is aimed at teachers' metacognitive training,“class” as the metacognitive problem situation,lesson plans as the training carrier,and problem guidance as the means.Improve teachers' metacognitive knowledge,experience and monitoring capabilities;students' metacognitive training with “listening” as the metacognitive problem context,teachers as training carrier,and metacognitive knowledge as training content;teachers can use their own skills cognitive understanding self-designs the time,place,and method of metacognitive knowledge training.3.Metacognitive training has different effects in different schools,genders and student types.Among the four schools,there was a significant difference in the metacognitive level between the training group and the control group in the two schools.The evaluation ability of the NY primary training group was better than control group;the LY primary training group was superior to the control group in terms of self-cognition,strategy,planning,monitoring,and reflection.There is a gender difference in the training effect of one school.The GLK elementary school training group has better strategy use and planning ability than the control group.The training effectiveness of the three schools differed between the top 27% of the performance,the middle 46% and the latter 27%.The evaluation ability of the former 27% of students and 46% of middle students in the NY primary training group was better than that of the control group;the score of plan(parents-evaluate version)in the top 27% of the LY primary training group was higher than that of the control group,the score of plan in 46% of the training group ishigher 27% of the latter;top 27% of the students in GLK elementary school training group had a higher total metacognitive level than the control group.This study provides an important reference for the practice of primary school students' metacognitive training.For the metacognitive training of primary school students,the teacher's training can be used to raise the level of metacognitive.The metacognitive training should be carried out in practice,the problem situation should be used for training and sufficient training duration should be provided.Providing moreexamples of student training to inspire and broaden the thinking of teachers.