Experimental Studies Of Cognitive Training On The Junior High School Chemistry Students With Learning Disabilities

In view of the problem that many students have the learning disabilities in the present chemistry teaching of junior middle school, applying the theory of modern pedagogy and psychology , connecting the subject characteristics of chemistry with the reason that junior middle school students have the learning disabilities, the paper puts forward the following viewpoint. The training of metacognition in chemistry teaching is the efficacious way of improving the study ability of the learning disabilities students of junior middle school. Based on the practical investigations and theory researches, this paper has worked out the mode of training metacognition in chemistry teaching of junior middle school. The purpose of the mode is to help the learning disabilities students improve the ability of learning chemistry in process of the training which using three parts of metacognition in students?learning process. The writer of this paper adopts the dynamic research method to unify the evaluating with experimenting in the educational experiment lasting 10 week, tested and verified the mode raised by this paper. We come to the conclusions as follows. 1. The training of metacognition in the chemistry teaching has the positive effect on clearing away the students learning disabilities. The students can improve their ability of learning chemistry while their ability of metacognition is improved. 2. The mode of training metacognition , which is founded in chemistry teaching of junior middle school for the learning disabilities students, and its specific training measures are efficient and actable to improve the chemistry study of the learning disabilities students.