The Impact Of Metacognitive Strategy Training On Bio-solving Abilities Of High School Students

Metacognition is individual's self-cognitive activities by self-awareness, self-monitoring and self-regulation, namely the individual's cognition about cognition. In recent years, metacognitive theory is not only enriched and developed the field of psychology, but also provide the important way and strategy in "to teach students how to learn" in class. Many scholars generally believe that by developing metacognitive ability of students will not only help students to declarative knowledge into procedural knowledge, help students form a correct perception of orientation, but also and can mobilize the initiative of student learning, promote the overall increase of student scientific quality. The researchers tried to teach high school student metacognitive knowledge and metacognitive awareness in high school biology class, to broaden the students'problem-solving ideas, to improve the way of students'learning, to really know how to learn.The researcher concluded on the basis of previous researchers'work, to practice the strategy of metacognitive ability training which was used in teaching biology classes of senior high school. According to the basic principles of metacognitive theory, relying on teaching biology classes of senior high school, drawing on existing meta-cognitive training methods, designed the strategy of biology metacognitive learning strategy and basic teaching program. According to the results of previous survey, in The Second Nankai Middle School, Tianjin, the researcher randomly selected four classes 192 people of grade two at the same level, after teaching practice in nineteen units of grade two, post-test results showed that: compared with the control classes, the experimental classes which were teached by biology metacognitive learning strategy improved significantly in metacognitive knowledge, the experimental classes achieved average scores 83.50 and 84.00, significantly better than the scores 43.50 and 45.25 by control classes, through the test P<0.01; and by biology metacognitive learning strategy, the experimental classes'interest of learning was significantly improved compared with the control classes, there was a significant difference P<0.05. By a subsequent investigation and interviews, the researcher found that the experimental class students have learned how to plan, monitor and adjust their own learning stategy, moreover choosed suitable for their own and the most effective learning strategies in different scenarios. In addition, the metacognitive strategy training can improve students ability on integrate problem-solving, broaden the students'problem-solving ideas, thus enhancing the overall biological test scores, having a significant change compared with the control classes. The researchers further found that the experimental classes enhance scores, mainly in terms of subjective question, and metacognitive training on the inferior students can get the most significant effect, through the test P<0.01, but have limited effect in top students. The results in the country have no related reports currently. I believe that, using metacognitive learning and training is effective in biology teaching of senior high school, it not only can improve metacognition of students and help students to resolve biological questions, but also can improve efficiency of biological learing, improve learning methods and benefit implement of new curriculum standards.