Explain The Strategy Training To Improve High School Physics To Study The Migration Level

Based on cognitive psychology and research of metacogntion, by contrasting differences between high and secondary physics knowledge level of high school students, this study examines the relationship between the learning strategies training and physics knowledge transfer. Two strategies are identified, the explanation strategy and practice strategy. There are a lot of strategies in physics learning, and how do we teach our students to use these strategies more effectively?It is highly important for students to explore the paths of physics problem-solving. But high school students usually lack the ideas of valuing, adjusting and monitoring their problem-solving conduct; thus the learning transfer level of students is still lower. A large amount of practice, as a result, seems to be constantly an effectual way of raising their learning marks, but they are bad at learning.It is found that by creating more associations between learning materials, the explanation strategy seems more effective in learning and problem solutions than the practice strategy. Subjects can also focus on the relevant variables when they are using explanation strategy. The results are:0 In our teaching experiment, we have found the new learning method quite effective. By self-explanation strategy, we can teach experimental subjects how to study and use examples in learning to solve physics problems, so metacognitive monitoring explanation strategy is a more well-advised means of physics learning than practice strategy, and the learning transfer level of subjects are also higher.? When high school students meet with difficulties in solving physics problems, the explanation strategy is helpful to overcome them successfully. Especially, the secondary students to be lacking in physics laws can success in solving some more difficult physics problems too.