Research On Applying Metalearning Theory On Instructing Chemistry Revision In Senior 3

Metacognition sprung up in 1970s as a brand-new type of educational psychology theory, and it focuses on the cognition made by the cognition agents in their own cognition activities, specifically, it covers three aspects: the knowledge of metacognition, the experience of metacognition, and the supervision and control of metacognition. With the rapid development of the metacognition and the practice research on it, metalearning came about on the base of the previous achievement in theory research on cognition, some of the Educational Psychologists and the researchers on Educational Science began to think and explore how to form and improve metalearning from the perspective of learning, with the reference to the influences made by the non-intellectual factors during the learning process. All the research can do well to directing the practice of education and teaching and induce students to improve both their learning ability and learning itself.In recent 10 years, through the wide theory justification and constant practice experiment made by the experts on Educational Psychology home and abroad, it has been proved that metalearning is an important part and parcel of learning theory and has great significance in directing students to learn how to learn, both in theory and in practice.. But the research on how to make full use of metalearning theory in order to direct the revision of Chemistry of senior 3 middle school students and the improvement of the study efficiency is rare.The research designs the comparison between the experiment group and the controlled group. We chose 164 students of senior 3 of the first Senior Middle School of Yuehua in Yueyang. We did 30 hours of experimental teaching with the application of the cards of tipsto metalearning ability-training (we designed the cards ourselves) and the revision plans of Chemistry of Senior 3, and we tested the students on Chemistry tests edited by ourselves to make a contrast between their study ability before the experimental teaching and their study ability after it. After the statistic-analysis with the SPSS10.0, what we found are as follows:1. During the Chemistry revision in senior 3, train the ability of metalearning on purpose, and the student's study ability in Chemistry can be obviously improved.2. During the Chemistry revision in senior 3, train the ability of metalearning, and the students in different ranks enjoyed different practice effects. Among the students, the practice effects made on the middle-leveled group is obviously better than that of other groups, while students with low-leveled study ability and the students with high-leveled study ability make almost the same progress.Therefore, it is very important to train the student's Chemistry study ability in matealearning so as to heighten students' revision efficiency and improve their study ability, so that we can teach the students how to learn and put quality-oriented education into effect.