The Study On The Cultivation Of Students' Metacognitive Ability In The Physics Classroom Teaching In Junior Middle School

Since the 1970 s, people have began to probe into the intelligence from the perspective of information-processing as congnitive psychology became prevailing. With the deepening of the research, people found that behind all the cognitive processes there exists another cognitive process directing to the processes of themselves, we call this process "metacognition". As it was put forward , it drew great attention because of the important role it played in the intellectual activities. Seen from different point of view, the researches into metacognition are taking a leading role in present researches of intelligence which have made great achievements.Metacognition means one's cognition to the cognitive process, it indicatives people can realize and adjust the cognitive process by self-awareness and self-control . This cognitive process can enhance the cognition efficiency and reduce the blindness and impulse in the cognitive activities. Therefore, metacognition is helpful for students to improve their studies and succeed in problem solving.The metacognitive ability is a special ability which help us plan and adjust and evaluate our cognitive activity. The cultivation of metacognitive ability is a effective way which can teach students how to study and can improve teaching quality. But how to cultivate the students' metacognitive ability in particular suject learning is a big problem as well as a weak link in present metacognitive researches.Basing on the metacognitive theory, we attempt to measure and evaluate the students' metacognitive ability so as to research how to cultivate the students' metacognitive ability in physics learning in junior middle school.In order to measure the students' metacognitive ability , I have consulted many literatures concerned and made an analysis on the related questionaires and scales. Furthermore, I went to middle school to consult with teachers and students. Combining with the experience of my teaching, I find out the various behaviors of the metacognitive monitoring in the process of physics learning. Meanwhile, I drew on the related questionaires and scales. By extracting and summing up the materials above, I concluded six aspects of the metacognitive ability to be measured, including the planning, goal, method, contribution, evaluate, self-control in physics learning. On the basis of the six aspects, I worked out "questionaire on junior middle school students' metacognitive level in physics learning ". I took the sample survey using the questionaire. After analyzing the date of the questionaire , I find it has a high reliability and validity. Forthmore,we took the first survey about 250 students in qufu normal university junior middle school. The results of the statistics indicated that the junior middle school students' metacognitive ability is lower in physics learning. Moreover, we also found that a lot of students are short of effective study strategy who can not adjust and monitor their learning activity.According to this circumstance and basing on the foundation education curriculum reformation, we combine with the conclusion of the cultivation of the metacognitive ability, consult the methods of the cultivation, put forward the strategy of the cultivation of students' metacognitive ability. And then we adopt the strategy inIVphysics classroom teaching. We arranged a control-class and a contrast-class. After two months later, we took the second survey using the questionaire. The results of the statistics indicate that the developments of the two classes students' Metacognition ability are very distinctive and the control-class students'metacognitive ability improved apparently which means the cultivation of students' metacognitive ability is contribute to raise students'metacognitive level. But we also find out the excellent, the backward and the secondary students'metacognitive ability development differ greatly in physics learning. There has a sound effects on the secondary students, but no effects on the excellent and the backward students.The result of thi...