The Application Of Metacognition In Senior Middle School Physics Teaching

The new physics curriculum promotes cultivating students’basic ability,and advancing the students’autonomous learning.We hope that students can explore things actively,and dare to experiment, and diligent in thinking. As physical teachers,we should be good at adopting appropriate strategies,and makeing the physical teaching process actively.We should not only make students know what to learn,and know why we should learn using that way, but also the more important is to let the students know how to learn. Metacognitive theory provides such a kind of thinking for our physical education.When students learning physics,they can consciously aware of their cognitive processes, self-monitoring, self adjustment and self evaluation.We demonstrate the process of cognition of the cognition activity of metacognitive ability. This ability can not only promote the individual to acquire new knowledge, but also help they making the study planning and adjusting their learning strategies.This they can carries on the regulation of their own learning, so as to really learn how to learn, to promote the development of the self quality of thinking and learning ability.This study has methodologically adopted document analysis and questionnaire survey.Using the questionnaire survey,this paper analysis of the high school students’physics metacognitive level, and through the theory and teaching practice we study of the teaching training and application strategies of metacognitive ability in the process of senior electromagnetics teaching.The study is composed of five parts:The first part is the introduction:As the coming of the comprehensive deepening curriculum reform in the country’s and the requirement of information age requires students to improve their ability of learning.This we puts forward the research problems.The paper points out that the research will adapt to the requirements of the times and meet the need of students’foverall development.The second part is the theory of cognitive of physical:physical metacognitive knowledge, physical metacognitive experience, metacognitive monitoring. When students have the successful experience, students will experience setbacks and joy, the target can be derived if achieved.The third part is the investigation and analysis of high school student physics metacognitive level:This paper come to a decision by drawing on a questionnaire survey conducted on three different levels:the better high school class students’ physical performance, the higher metacognitive level.The examination results is extremely significant correlated (P=0.009) to the metacognitive level, and the level of metacognitive monitoring is also very significant correlated (P=0.01) to the metacognitive leve.Metacognitive knowledge is significant correlated (P=0.047) to the metacognitive level.There was no significant correlation between the cognitive level and metacognitive experience. Baseing on the data analysis, the metacognitive monitoring correlated significantly to physics learning level.Thus providing scientific basis for the construction of our teaching strategies.Thus metacognitive monitoring ability is very important when we training students’metacognitive strategies.The fourth part is discussing the application of metacognitive strategies in senior high school physics teaching:The physical concept is the physical phenomena and physical processes of abstraction and generalization of the thinking form, so the teaching of physics concepts need to constantly strengthen to their cognitive process, and clear the concept and connotation of a physical example. After studying on the strategies of senior high school physics metacognitive teaching, the article points out the sdudents’thinking limitations and common problems.When teaching,we should be aware of sdudents’physical characteristics and universal problems of this class,with that,we can find good metacognitive strategy to solve the problems.The fifth part is the experimental study of high school physics teaching under the guidance of metacognitive theory:The experimental study is to test whether the teaching strategy of senior high school physics cognitive theory can promote students to learn physisc better, whether can improve students’physics grades and change their learning attitude. Combined with the typical teaching case, a detailed analysis study on "The force of magnetic field on moving charge",and analysis the feedback of teaching strategy of metacognition theory. Teachers should carefully analysis of students’feedback sheets.According to the general learning problems,teachers should remedy their case, and give suggestions or learning strategy to students.finally, the teacher should according to the students’feedback, To carry on the teaching reflect and modify teaching plan, so as to achieve the most suitable teaching program of the students in the class.