A Research On The Method Of Meta-cognition Training In High School Physics Classroom

This paper, based on the theory of meta-cognition, comparatively systematically summarize the previous relative research on training of meta-cognition. It is combined with the real practice of teaching and learning of high school physics. In this paper, the content of meta-cognition training will be defined and then in the light of the theory of Developmental Proximity Zone, "Learning Chain" of meta-cognition will be constructed according to different levels of students' academic achievement. It will be examined in this paper that students should not only be offered necessary knowledge of the subject of physics but also be guided for a basic knowledge of meta-cognition, with the aim of mastering research method of physics and enhancing the skill and ability of meta-cognition.After 3 months' practice and research, we discover: the construction and circulating of "Learning Chain" of meta-cognition training will increase the levels of meta-cognition of students with different levels of academic achievement. Also, it will strengthen students' interest and motivation in physics remarkably, improve their learning method significantly, and especially develop their strategy choosing, planning, experiencing and monitoring ability. Besides, in the course of physics learning, the following abilities will be obviously improved: the ability of experimental design, use of physics language, observation and calculation. With the improvement of the level of meta-cognition, students' academic achievement will increase considerably. Therefore, "Learning Chain" of meta-cognition training will provide students with the opportunity to improve their meta-cognition level and their learning ability. At this facet, the construction of meta-cognition will widen the range of the application of meta-cognition and create a practical pattern for the training of students' meta-cognition skills and learning abilities.