| Αεαρυιυγ Τηε Τρεασυρε ωιτηιυ, report to UNESCO of the International Commission on Education for the Twenty- first Century, tells us that the pillar of education is to make students grasp four flairs: learning to know, learning to do, learning to live together and learning to be in the face of the 21st century. These four flairs is a pillar of knowledge of one's life. First-line is how to educate students to grasp the ability of learning to know and learning away.Education undertakes the mission of educating talent. Facing the knowledge vast as the open sea and springs up on and on, traditional model of teaching and learning, which takes accumulate knowledge as the dominant factor, refuses to act. The emphasis of education must be transferred from making students grasp knowledge to developing their abilities and educating their independence. "Teaching students how to learn" is becoming educational destination and mission with characteristic of times. Students need grasp something more important than knowledge. That is methodology. The theory of metacognition emerges as the times demand, under the guidance of contemporary psychology.Metacognition was defined as "the cognition of ongoing cognitive activities", which included three components: metacognitive knowledge, metacognitive experience, and metacognitive regulation. This theory emphasizes the impacts of subjective initiative and consciousness in the course of learning when a learner studies himself. It deems learning is a course, in which by the basis of feedback, the cognitive subject carries out his self-monitor, self-regulation and self-management on and on, concerning to cognitive course and result.There are many researches about metacognition at home and abroad of late years. And many outcomes have been acquired. How to apply these outcomes to subject teaching as soon as possible so as to improve teaching quality, is a problem worthy of thought. Many teachers have brought educating metacognitive ability into teaching, regarding it as an effective way to improve students' learning ability. And they score great successes. Dozens of articles in relation to metacognitive theory and applicationhad been published in the press only in last year. Their contents involve English, PE, mathematics, Chinese, physics, chemical, history, geography and other subjects. For all that there are many research in relation to metacognitive application and training, but there is not one report about educating metacognitive ability in biology teaching can be seen by now. Many teachers still concentrate their attentions and excitements on improving teaching links. They stress imparting knowledge to students too much at the training of learning methodology and metacognition. I want to approach improving students' learning ability from metacognitive angle. On purpose to make students learn to learn.In the article, I introduced the conception and contents of metacognition first, together with its impacts in learning, in light of the theory and practice datum, which relation to metacognition. Aiming for the phenomenon that our traditional teaching takes the ability of an entrance examination for the destination and students are not able to learn. Under guide of metacognitive theory, and consulting experiences acquired in the other subjects, which is about the application and practice of metacognition. I carry out my research on aspects below: teachers' metacognitive level, students' learning interests, learning aim, metacognitive knowledge, metacognitive monitor, problem-solution, ability of learning migration and so on, so as to probe how to develop students' metacognitive skill in everyday teaching in class. I try to make students accomplish their learning to the best state by motivating their learning interesting to keep satisfactory mentality; helping them establish aim and make plan to prepare for their next learning; directing them select scientific study method and learn in a tactful way; imparting them certain metacognitive knowle... |
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