It Environment, Classroom Teaching Metacognitive Development

Nowadays, The information age in which science and technology develops rapidly, the problem that how does a student "master learning" has become an important research subject in educational psychology. Metacognition plays an important role in many different recognitive activities, especially during teaching in the classroom. From the point of view of metacognition, teaching in the classroom is not only the cognitive process to recognize, maching, and understand studying materials, but also the metacognitive process to control this process actively. With the rapid development of information technology and the complete implementation of curriculum reform, it is necessary to research the function of information technology in the classroom, and especially how to develop teachers' and students' metacognition. The author who aims at the state of actual research and focus emphasis on the teaching puts forward some strategies to develop the metacognition, and at the same time discusses the method to improve it under the environment of information technology by analysing material cases, the purpose is to integrate the technologies into curriculum, and to develop students' independent learning abilities and teachers' professional abilities, and also to offer some guidance for improving efficiency of teaching in the classroom.The thesis has six chapters. The first part is the exordium which introduces the background, the state, the significance, the main content and the method to research the problem. The second is the summarization for the theory, which discusses the metacognition, the metacognitive function, the theoretical foundation for metacognitive development under the environment of information technology, and the apocalypse of metacognition for teaching in the classroom. The third analyses the main factors which affect the metacognitive development. The fourth bases on teaching in the classroom under the environment of information technology and brings forward some strategies to promote teachers' and students' metacognition. In the fifth part, the author analyses two cases of teaching in the classroom. In the last part, the author summarizes the content of the thesis and puts forward the deficiency and the direction in the future.