Research On Training The Metacognitive Ability Of Students During The Biology Teaching In Senior High School

The aim of training students' Metacognitive ability is modifying their learning way and making them know how to learn. "Learning how to learn" is not only the need of new era, but also the requirement of existing in further society. In this paper we based on the theory of educational psychology. By means of the survey method and quasi-experimental method, the research of how to training students' Metacognitive ability during the period of learning biology in senior high school was carried out, combining with the characteristic of biology teaches in senior high school.The Metacognitive ability of senior high school students was investigated. The result shows:1,The majority of the student has a low level of Metacognitive ability in leaning biology.2,The Metacognitive ability is affected significantly by different sex. The girl student can get higher marks than the boy student in "Metacognitive consciousness" , "Metacognitive knowledge and behavior" and final score. But there is not any significant difference in "Metacognitive experience and control" .3,There is a significant difference in Metacognitive ability between key senior high school students and common senior high school students, key senior high school students can get higher marks than common senior high school students in "Metacognitive consciousness" , "Metacognitive knowledge and behavior" , "Metacognitive experience and control" and final score which indicates the importance of training students' Metacognitive ability.Based on the questionnaire, the theory of Metacognition and the characteristic of biology, the training of Metacognitive ability was studied during the process of biology teaching. The strategy of how to training students' Metacognitive ability was brought out. In Metacognitive knowledge: enrich students' knowledge about the task of cognizing and the individual of cognizing. Then teach them the politic knowledge of cognizing; In Metacognitive experience: enhance students' Metacognitive experience. Make students more self-confidence; In Metacognitive control: give the task of preparation. Lead students "thinking with speaking out" and "self-question" . Teach students write down some important notes. Give some tasks about thinking after class etc. We have done some correlative researches and practices for the purpose of find an effective way to improve students' Metacognitive ability. Aimed at different biology courses, we designed different teaching scheme. For example refresher course, theory course and so on. Further more a quasi-experimental was been done. The result shows:1,The student from the experimental class whose Metacognitive ability was improved after the experiment can get higher marks than the one who did not participate in the experiment. Especially, middle-class students made the most significant Progress. It means that students' Metacognitive ability can be improved in the process of biology teaching.2,The achievements of middle-class students were affected by Metacognitive ability remarkably. Obviously, the achievements of middle-class students who are in the experimental class are better than the ones who are not in the experimental class. All these above indicated that the research achieved the anticipative purpose. It is an effective way to improve the student' s achievement by infiltrate training Metacognitive ability into the process of biology teaching.A result in this research shows that the out standing students from the experimental class whose improvement of the Metacognitive ability and the biology achievements is not remarkable which is due to the out standing students have relatively higher Metacognitive ability. The phenomenon is worth pondering over indeed and it brings us more follow-up tasks and more in-depth research.