Research On Cultivating Students' Ability Of Chemical Autonomous Learning In High School Students Based On Metacognition

Since the beginning of the20th century, self-regulated learning has been studiedsystematically and thoroughly, not only in practice but also in theory. These studiesmainly involve the influence factors, process, mechanism, study strategies as well astraining patterns in self-regulated learning, but there are not any systematic studies onindividual self-regulation mechanism in self-regulated learning. Since70，s of thte20hcentury, along with the psychology development, people pay more and moreattentions on the functions that the metacognition plays in leaning. How to exert themetacognitive functions of planning, monitoirng and adjustment in self-regulatedlearning directly affects the self-regulated learning’s effects. In view of this point, thispaper tires to strengthen the students’ metacognition to improve the level of the abilityof self-regulated learning based on the discussion about the intrinsic relationshipbetween meta-cognition and self-regulated learning.Based on the studies of others and combined the theory of metacognition, thispaper puts forward a model of the chemistry self-regulated learning of senior highschool students. This model emphasize the intensification of metacognition onstudents, such as self-planning, self-monitoirng, self-evaluation and self-regulation. Itaims to let students form the self concept in the process of learning and conductself-regulated learning spontaneously.Duirng the whole quasi-expeirmental research，this study uses different studytools in order to intensify the students’ self concept in the learning process. Forexample, it intensiifes the students’ ability of self-planning and time management bywriting down the schedule and the time log sheet of the chemistry learning in a newsemesterirn. It intensifies the students’ ability of self-monitog and self-evaluation byanswering the self-question list of the chemistry learning. It shows the process ofself-regulation of the learning through an interview. These seires intervening meanslet students be able to set learning goals，draw up a learning plan and implementself-evaluation by monitoring one’s learning procession. In addition，throughchoosing the appropirate learning strategies to analyze and to solve the problems, theycan realize the self-regulation in learning gradually. By dealing with the collected data and information, this paper draws thefollowing conclusions:1)Metacognition is an important factor to the development of students’ ability ofself-regulated learning, and it directly affects the quality and the eiffciency ofdifferent links of self-regulated learning.2)The intensification of metacognition on students’ contirbute to thedevelopment of the ability of the chemistry self-regulated learning of the senior highschool students.3)The intensification of metacognition on students’ contribute to the progress ofthe chemistry score of the senior high school students.To sum up, self-regulated learning pay more attention on the function of thestudents themselves. Only when the students have the strong learning motivation andmake a effective plan, monitoirng,evaluation and adjustment on learning, the realself-regulated learning does happen.