Metacognitive Training To Improve The Learning Ability Of Middle School Students Chemical Theory And Experimental Research

The thesis starts research with the theory of metacognition . discusses the relation between metacognition and the chemistry study ability systematically, and we want to make the students study the chemistry , in the meantime, understand and attain the knowledge of metacognition , grasp chemistry learning and researching way, and improve the skill of metacognition through the creation and practice of a teaching-method , named "students' lesson" .During the experiments, we find that students metacognition is concerned with their study capacity tightly , and represents positive mutuality obviously for different level students. That is , the development of students metacognition can promote their study ability , it is the real good way and worktop for improving students metacognition and developing students study ability that "students' lesson" can do.Through the practice of "students' lesson" in a tern, we find: in the "students' lesson" , the students are interested in the chemistry much more, their motion of study chemistry is increased obviously, and their method of study chemistry is improved, especially, their abilities of choosing strategy, plan, experience and management are developed in the course of their studying. Meanwhile, their chemistry study capacity, such as designing chemistry experiments, using chemistry language, observation and calculation are improved evidently.Therefore, "students' lesson" can make it true that trains students metacognition and improves the students chemistry ability on the basis of improving the students metacognition. The establishment of "students' lesson" teaching-model enriches the practical contents of metacognition in the theory and provides a practical model how to train the students metacognition skills and improve the students study ability in the teaching.