| This project adopts the Between-Subject Design, in which Class one and two Grade one in Second Nankai Senior High School are the subjects. There are altogether 60 students. Class one is the Control Group and Class two is the Experiment Group. The Control Group was dealt with routine teaching while metacognitive training was implemented in the Experiment Group. Quizzes were given to the two groups before and after the experiment. Through the statistical calculation of the results, this thesis aims to analyze the effects of metacognitive training on teaching outcomes.Choosing attitude and aptitude as the indirect index of the teaching outcomes and the standard psychological test meters to test them, this project also analyzes the psychological mechanism that has engendered the effects on the teaching outcomes. Several statistical methods are employedto interpret the results. They are Hypothesis testing, Correlation Analysis, ANOVA and Path Analysis. Interviews, oral reports, quantity and quality methods are also adopted. Finally, t concludes that:1. metacognitive training in the teaching of physicsproves beneficial to students' improving their achievements on physics tests.2. metacognitive training can help to amend the students' attitude towards study, hence, the cultivation of learning skills can not be ignored when how to arouse the students' motivation, enhance their interests and amend their attitudes are in consideration.3. metacognitive training can lead to the change of the structure of aptitudes.4. the outcome of the metacognitive training is different between boys and girls since the structure of their aptitudes is different.5. the outcome of the metacognitive training is different among various levels of students.To sum up, this thesis aims to provide theoretical foundations for effective metacognitive training in the teaching of physics. |
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