A Study On The Metacognitive Training On Physics Experiment Operation And Problem Solving By Senior Students

This paper made a study on metacognitive training on physics experiment operation and problem solving in senior high school in light of cognitive and metacognitive theories. This study first reviewed metacognitive theories and the current conditions of research. Then it analysed the structure of the ability to operate physics experiments, and made clear that ability to perform physics experiments is composed of motor skills and intellectual skills, which are mutually influenced and constrained, and among which the physics experiment operation and solving of physics experiment problems can well evaluate the ability to do physics experiments. Besides, this paper illustrated the dominant status of metacognition in physics experiments, and that metacognitive level constrains the ability to carry out physics experiments.On the base of theoretical analysis, this study constructed metacognitive training models for physics experiment operation and problem solving in senior high school by employing the so-called ' problem hint form ' in view of physics experiment education in senior high school. In the aspect of physics experiment operation, 40 testees were selected to form an experiment group, and another 40 testees were selected to form a control group, and an experiment was designed for both groups under identical conditions. A metacognitive training was made on the students in the experiment group. Likely, in the aspect of solving physics experiment problems, 45 testees were selected to form an experiment group, and another 45 testees to form a control group, and an experiment was designed for both groups under identicalconditions. A metacognitive training was made on experiment problems solving for students in experiment group. Though comparison, the following research findings were generated:1. The operation marks and written test marks as an evaluation of the ability of senior students to perform physics experiments are conspiciously directly related to the correspondent metacognitive level.2. This training contributes to the promotion of students' metacognitive level and improvement of experiment operation marks and written test marks.3. This training is most effective for medium-level and outstanding students in terms of improving written test marks of physics experiment, and most effective for medium-level students in improving operation marks.4, This training generates different effects for male and female students in improving the abilities to perform physics experiments and to solve problems. It is equally effective for males and females in improving written test marks for physics experiments. It is more effective for males than for females in improving operation marks of physics experiments.