Metacognition In Middle School Physics Teaching

As an important concept of contemporay cognitive psychology, metacognition has been elaborated on thoroughly and systematically since 1950' s. Being a theory of great vitality, it has got great attention and has been accepted by more and more people. The research home and abroad shows that this theory can be instructive to the cause of education at the present time. This paper first gives a brief introduction to the metacognitive theory. Then combined with the discussion about phvsics teaching in the middle school, the author analyses the physical metacognitive structure, including the characteristics of physical metacognitive knowledge, physical metacognitive experience, physical metacognitive monitoring and their relationships. An investigation is also conducted to research into the present situation of the physical metacognition standard of the middle-school students, followed by a detailed analysis of the results of the questionnaires. Based on teaching experience and practice, the author proposes a teaching strategy which aims at cultivation of the students' metacognitive competence in phvsics teaching and learning and makes some suggestions on how to conduct metacognitive training in classroom teaching as well as in thecourse of solving the physics problems.