Application Of Metacognitive Concept In Reflective Teachers' Training

A reflective teachers' training movement has found his way into the teachers' circle of the west countries from 1980's. Many development countries' educators proved the reliability and validity of the reflective teaching through experimental studies. However, there have been few researches on both theory and practice in China from 1990's when it came into our country. None of studies has been reported in the biology teachers' training circle. Based on the analysis of the background of the reflective teachers' training, this paper discusses the basis of the reflective teachers' training theoretically and practically and points out that the process of reflective teaching is that of implied metacognition. For the sake of knowing the metacognitive level and reflective capability about the students that will be teacher, two kinds of inquiry sheet about metacognitive level and reflective capability have been designed and the investigations have been done to the students. The results showed that the metacognitive level and reflective ability were both poor, among which the metacognitive monitoring capability was the poorest. To improve the students' reflective ability, we adopted the metacognitive theory guiding the reflective teaching and did reflective teaching attempts on two aspects in teaching ' cell biology and experiment'. One was to reflect on the whole process teaching; the other was to make students involved in teaching practice. After training the students for a semester, another investigation was done to the students. The results showed that metacognitive level and reflective capabilities of the students have greatly improved. Finally, based on the research analysis and practical research, the writer concludes that metacognitive theory is conductive to reflective teaching practices, which improve the students' reflective awareness and form the basic reflective habit.