A Study In Developing Students' Meta-learning Ability In Chemical-teaching

Meta-learning is a popular topic in modern educational psychology. The thoughts of meta-learning have lasted for a long time though it was only about 10 years since Biggs and Moose gave it a conception in 1993. In the long course of studying and experiencing, the basic theory of meta-learning was made by the thoughts about it at all kinds of aspect. And it include basic theory about teaching cerebrum-science, thought-science, intelligence psychology, and so on.. Meta-learning means the learning ability that was developed by learners themselves .In fact, the meta-learning ability is reflected by meta-cognition ability, meta-supervise and meta-control. It was manifested by the ability of planning, supervising and adjusting. To develop students' meta-learning ability is to teach them "learn to learn". "Learn to learn" was an important proposition in modern knowledge-society. It is also an important and epoch-marking topic to teach students "learn to learn" in fundamental subject-teaching.After a series of investigation and discussion meeting with students in grade one in Middle school of Gxnu. We learned that their meta-learning ability was in lower levels because of influence of teaching and upbringing and they felt it hard to learn with lower efficiency .In order to explore the basic way to develop students' meta-learning ability and help the students' in difficulties to improve their study efficiency ,we research the combination of Chemistry -teaching and development of students' learning ability by applying meta-learning theory to the practice of Chemistry teaching. Based on serious study and research on theory of meta-learning, we develop the strategy and teaching-principle that students' meta-learning ability must be developed first. We apply following strategy to students in Grade one Class one in Middle school of GuangXi Normal University in Chemistry-teaching: Strategy of permeating with chemical thought and method.Strategy of improving students' ability to learn and plot. Strategy of developing students' meta-learning ability in class. Strategy of cooperative study. Strategy of directing students to introspection andself-appraise.At the same time, we abide following principle in practice of teaching: principle of purpose of teaching students "learn to learn" principle of participating, principle of self-supervising and self-control, principle of teachers' leading and demonstrating role. After investigating and experiencing for half a year. We compare the students in class one with students in other class in the course of chemical learning and found it has a striking increase in students' planning, meta-supervising, meta-control introspecting, self-appraising interesting in learning, motive levels, and achievement in Chemistry. For all of above, we can make can conclusion safely that the strategy we made is effective in developing practicing of Chemistry-teaching. Due to limitation and inadequacy of our theoretical and teaching-level in practice, the research must be more developed and completed in future.