Empirical Research On The Metacognitive Ability Of High School Students And The Learning About The Physical Example

Example study has been one of the hot topics in study problems in recent years. Teachers often use example study as their teaching method, because it can reduce students'cognitive burden, improve their transferability, encourage them to cognize new knowledge by themselves and improve their study efficiency. However, in the process of example study, influenced by many factors, like the examples'style, the examples' design, the showing way, the contents and so on, such study is often seen at present; the learner's own quality also has an effect on the study, but people seldom study the influence of the learner's metacognitive ability, cognitive style, IQ, and gender in the example study. In fact, in order to make full use of the examples'function, we should not only have a good design of the examples, but also have students'inner factors.My paper mainly studies the connection between metacognitive ability from individual factors and the effect of example study. After reading a lot of studies about metacognitive ability and example study, I integrated the two aspects, designed the different physical example styles and analyzed the scores from students who have different metacognitive ability in example study.The result of study shows:1. Both single-type exercises, or complex exercise, with or without example differences are obvious, and for the complex practice, the use of the example makes results more obvious differences. Therefore, the use of the example played a more significant role.2.Metacognitive ability still has an great effect on example study. There are notable differences in the scores of example study between higher metacognitive ability and lower metacognitive ability. Whether in simple example study or in complicated example study, the grades of students with higher metacognitive ability are better than the students with lower metacognitive ability. And great differences are even between the two groups. Three dimensions of metacognition, metacognitive knowledge, metacognitive experiences, metacognitive monitoring all have connection with students'grades of example study.Finally, according to findings presented learning teaching strategiesfor the actual number of example teaching...