Metacognitive Technology Intervention In Senior Middle School Students

Nowadays most of the education, which is test and selection oriented, is intended for students who exhibit excellent academic performance. However, the quality-oriented education aims to promote the quality of all the citizens of our nation. Some students do realize their socialization through acquiring certain knowledge, experiences and skills, but not all the students can smoothly complete the task of learning. Many of them come across different level of difficulties in the process of learning.With a broad variance on their cognitive level, the students in senior high school are normally found with various degree of difficulties on learning history. The negative learning experience has critically challenged the teaching quality and the self-education. In the meantime, the implementation of the new curriculum standards calls for a promotion on the teaching level in senior high school, which encourages us to put an effort on the investigation of the learning difficulties of history among senior high school students. The senior high school education is considered as the most important stage of the in-school education, which performs as an intermediate between the primary education and the college education. At this stage, the students develop both physically and mentally, while the educators play an important role as a guilder. In order to improve the effect of the history learning, a detailed investigation is required to understand the origin of the difficulties. According to the previous researches, the inappropriate methods and habits are accused of a variety of negative behaviours in learning, such as low concertation, lacking in confidence and interests. According to the different situations, the educators should make theoretical analysis specifically, whereby the discussion would be given in depth and the effective solution for the particular cases would be found. In this work, we aim to provide some instances which hopefully work as useful references for the frontline educators. Students with learning difficulties are not only related to the class teaching, but also related to the overall teaching level of the school.The theory of Meta cognition points that the learning difficulties is in fact a subconscious conditioned emotional response. The historical subject with psychological intervention as the research point is still relatively insufficient in comparison with other subjects. I hope this article on the study of psychology of the students with learning difficulties on senior high school history will provide deep understanding of the psychology of the students in learning history, whereby the educators can effectively guide students to overcome the barriers, increase their interest on history, enhances the ability on meta cognition, and improve the overall situation of history learning.