Secondary School Teaching Of Biology To Improve The Students To Reflect On The Cognitive Level

In recent years, the motivation and initiative lying in the student individual learning have been paid increasingly more attention to, and how to learn to study has become the topic of education. More and more people have clearly recognized that knowing how to study benefits their life forever, while only understanding what has been learned is very limited and temporary. The traditional teaching mode only takes the textbook as the dominant factor with its focus put on the cultivation of the abilities of apperception, attention, memory, comprehension, but finally leading to incomprehensive development of the learners. For the primary and secondary education, it's surely necessary to teach the students the basic knowledge, but what's more important is to help them master the study method, form good study habits and develop the abilities of acquiring and exercising the knowledge independently in order to lay a sound foundation for the students' future development. In a word, the aim of education is to teach students how to learn. To achieve this aim and foster high-qualified talents featuring innovation mind and practice ability, we should analyze the students' learning and thinking process in an effort to help them know how they study and make improvement through self-reflection. We can say that, the symbol of whether they have learned how to study is that whether they grasp the study method and actively check up by themselves or not. Generally, the habit and method of self-inspecting to the study activities is called metacognition, while to monitor the learning process and study strategy is considered important metacognition ability. So the educators should manage to improve the students' metacognition consciousness and ability in the teaching process in order to lead them want to learn, be able to learn and know how to study.This study aims to lead students know how to study and gives prominence to the students as the principal part. While carrying out biological experiments during the class, we investigate the students' current metacognition level and explore corresponding teaching strategy, help them realize the goal and significance of metacognition, and inspire their metacognition motivation and consciousness. Moreover, instructions should be given to the students concerned with the basic knowledge and methods about metacognition, following some tasks given. Teachers should encourage them to think loudly, enrich their metacognition experiences and strengthen their ability of monitoring of metacognition. In the above ways, the metacognition level of the students will be elevated, and by keeping self-evaluationand self-adjustment they will study actively, consciously and independently so as to know how to study.We designed a student metacognition questionnaire as a tool to measure students' metacognition level, the reliability coefficient of which (a coefficient) is 0.9063 after the test. By using the questionnaire, we investigated the students' current metacognition level. Based on the found fact and characteristics of secondary students and the subject of biology, we apply some corresponding teaching strategies to improve their metacognition level. To test the validity of these teaching strategies, we also analyzed the correlation between the metacognition level and the marks scored by the students in the subject.We found in the teaching experiment:1. The correlation analyses between the metacognition level and their biology score showed that there exists positive correlation between the two (the former correlation coefficient was 0.244* and the latter was 0.3599**). The result showed that to improve the students' metacognition level could encourage their biology study in theory.2. After the teaching strategies applied, the metacognition level of the students in the experimented class (100.0625) was higher than that of the students in the common class (91.0870) and the difference was remarkable (sig.=0.005). And among the 8 layers of the metacognition level, the students in the two classes perform differently or...