The Research Of Strategy To Improving The Student With Leaning Difficulties' Ability Of Metacognition In Chemistry In The Secondary Vocational School

Report to UNESCO of the International Commission on Education for the Twenty-firstCentury, tells us that the pillar of education is to make students grasp four flairs: learning toknow , learning to do, learning to live together and learning to be in the face of the 21 century.These four flairs are a pillar of knowledge of one's life. First-line is how to educate studentsto "grasp the ability of learning to know "and" learning away".Vocational Education undertakes the task of teaching the technology for the student andundertakes the mission of educating talent. Traditional model of teaching and learning, whichtakes accumulate knowledge as the dominant factor, refuses to act. The emphasis of educationmust be transferred from making students grasp knowledge to developing their abilities andeducating their independence. "Teaching students how to learn" is becoming educationaldestination and mission with characteristic of times. Students need grasp something moreimportant than knowledge. That is methodology. The theory of metacognition emerges as thetimes demand, under the guidance of contemporary psychology.Metacognition was defined as "the cognition of ongoing cognitive activities", whichincluded three components: metacognitive knowledge, metacognitive experience, andmetacognitive regulation. This theory emphasizes the impacts of subjective initiative andconsciousness in the course of learning when a learner studies himself. It deems learning is acourse, in which by the basis of feedback, the cognitive subject carries out his self-monitor,self-regulation and self-management on and on, concerning to cognitive course and result.There are many researches about metacognition at home and abroad of late years. Theircontents involve English,PE,mathematics,physics etc. And many outcomes have beenacquired. For all that there are many research in relation to metacognitive application , butthere is not one report about educating metacognitive ability in Chemical teaching theSecondary Vocational School for the Student with Leaning Difficulties can be seen by now.Many teachers still concentrate their attentions and excitements on improving teaching links.They stress imparting knowledge to students too much at learning methodology andmetacognition. I want to approach improving students' learning ability from metacognitiveangle. On purpose to make students learn to learn.In the article, I introduced the conception and contents of metacognition first, togetherwith its impacts in learning, in light of the theory , which relation to metacognition. Underguide of metacognitive theory, and consulting experiences acquired in the other subjects,which is about the application of metacognition. I carry out my research on the Student withLeaning Difficulties of the Secondary Vocational School aspects below: teachers'metacognitivd level, students' learning interests, learning aim, metacognitive knowledge,metacognitive monitor, problem-solution, ability of learning migration and so on, so as toprobe how to develop students'metacognitive ailities in everyday teaching in class. I try tomake students accomplish their learning to the best state by motivating their learninginteresting to keep satisfactory mentality;helping them establish aim and make plan toprepare for their nest learning;directing them select scientific study method and learn in atactful way;imparting them certain metacognitive knowledge to make basis for theirsuccessful learning;guiding them carry out introspective monitor, helping them solvechemical questions by experimentation to fortify their metacognitive abilities. At last, fromintegrate angles though two teaching instances I expound how to use varieties ofmetacognitive strategy, by imparting them metacognitive knowledge, accumulating theirmetacognitive experiences and motivating their metacognitive monitor, to further actuatestudents aware and control their learning, bring their subjective impact into full play and learnto learn by themselves.The conclusion can be drew from the statistical assay of training result that there areaffinity between students' metacognitive ability and their learning interesting, learning abilityand results of their learning. Students who took on metacognitive training have improved theirlearning interesting and results obviously. They have made great progress in their learning byraising their metacognitive abilities. Not only have their learning habits come into being, butalso their learning awareness and learning abilities been strengthened, and their other learningqualities been improved greatly. Metacognition is the basis, fundamental guarantee and key to"learning to learn".