Study On The Effect Of Metacognitive Training On Students' Results Of Senior Two In Biological Learning

The study combined the characteristics of the students of senior two with biology teaching and designed of specific metacognitive training project through metacognitive training interventions.The project would be carried out with biological teaching.The research focused on the effect of metacognitive training project for biological results of students. Besides, the study discussed effective ways for improving biological achievements and provided new ways and means for biological teachers to improve the quality of teaching.At the same time, the study provided practical material for metacognitive theory.In this paper, the author adopted following methods: the methods of literature search, survey-test, experimental research and data statistics.The investigation adopted the methods of experiment, which choosed two parallel classes as the object in Grade 2 of No.1 middle school of An Shun. One of which was used to be the experimental class, and the other was used to be the comparative class. The study integrated the teaching of biology with metacognitive training as a whole system in the experiment class, to cultivate the students' metacognitive ability and seek a way of improving the students' study ability.The study examined students' metacognitive level and grades in the form of testing.The results indicated that:(l)there was a significant positive correlation between metacognitive level and biological results; (2)metacognitive training could improve the students' metacognitive level effectively, which mainly reflected in metacognitive experience and monitoring; (3)there were very significant differences in the dimensions of means and remediation, significant differences in the dimensions of strategy, cognitive experience, emotional experience, plan, feedback and summary, but not significant differences in the dimensions of subjectivity, task, preparation, awareness and perform between the two classes; (4)there were not significant differences in metacognitive level between genders of students; (5)metacognitive training could significantly improve the students' biological grades, and it was very significant to the students whose achievements were fine and middling, but not significant to the students whose achievement were excellent and bad.The results of the investigation showed that, if was feasible and effective to carry out metacognitive training in biological teaching. Using the metacognitive theory to guide the students' learning could help to improve the students' learning ability.