The Practice Research Of Developing Students' Metacognitive Ability In Physics Teaching In High School

In the era of technique rapid development, the problem of learning to learn has become an important research topic in educational circle, metacognitive questions will then become a research hotspot. Metacognition is people's cognition to the cognitive process, and its essence is the person's self-consciousness and self-regulation to the cognitive process. A great deal of research enunciations that the development of metacognitive ability is the key to promoting the learning ability and cultivating the ability of lifelong study. Therefore, this paper presents the practice research of developing students' metacognitive ability in physics teaching in high school, aims to help students to improve learning ability of physics, then improve academic achievement of physics.Fist of all, this paper introduces some theory of metacognition, such as connotation of metacognition, metacognitive ability and structure of metacognition. Based on reviewing literature and combining the characteristics of physics in high school, this paper designs physics learning metacognition scale for high school student. The results of analysis of discrimination, reliability analysis and validity show that the scale has good discrimination, reliability and validity.Then, measured students' metacognitive ability in two classes in the high school of researcher by applying this scale, also students' interest, willpower, self-efficacy, motivation and attribution in physics learning are measured by using questionnaires. The analysis results of measurement results show that:(1)students are good in metacognition experience in senior middle school physics study, but their metacognition knowledge and metacognition controlling is low. (2) There was a significantly positive correlation between metacognitive ability of physics learning and academic achievement of physics. (3) Interest, willpower, self-efficacy was positively correlated with metacognitive ability. (4) In aspects of motivation, surface-typed motivation was negatively correlated with metacognitive ability; instrumental -typed motivation was positively correlated with metacognitive ability; achievement-typed motivation was uncorrelated with metacognitive ability; (5) In aspects of motivation, attribution of success was positively correlated with metacognitive ability; attribution of failure was uncorrelated with metacognitive ability. A model of developing of students' metacognitive ability in physics teaching in high school was constructed based on the status analysis of students' metacognitive ability. This model aims to develop students' metacognitive ability through improving metacognitive knowledge, metacognitive monitoring and non-intelligence factors. Finally, this paper proposed the training strategy of developing students' metacognitive ability in physics teaching in high school according the model, and also made a practical research of developing students' metacognitive ability. The result of measurement show that: after developing, there are significantly increase in metacognitive ability, interest, willpower, self-efficacy, but there is no significantly increase in academic achievement, motivation and attribution.