The Experimental Study To Improve The Students’ Meta-cognitive Ability In Tennis Teaching Of Colleges And Universities

Meta-cognitive ability is an ability of which students can clearly understand of theirlearning styles, characteristics and consciously thinking organization, regulation, self-learningability. In this paper, experimental method of teaching will be injected into the meta-cognitivetraining college tennis teaching, And by using method of questionnaires, psychological scale,physical fitness testing, skills assessments, and other methods, In order to analysismeta-cognitive training in college tennis teaching empirical. We make comparisons inphysical, meta-cognitive skills, learning strategies between two groups one is before teachingexperiment experimental, the other is after experimental, The results are showing as flows(1) There is no significant differences in their physical quality before and after theexperiment, Thus, enhancement of the experimental class students meta-cognitive capabilities,and their level of tennis is not caused by physical differences.(2) The result showed tennis two groups’ skills are increased with different degree bycompared two students with their class-based surveys and experiments of tennis skillsassessment results, Tennis level two classes of students have been increased to varyingdegrees, The experimental class as injected in the teaching of particular meta-cognitive ability,their technical skill level is generally higher than the control classes, thus we can draw aconclusion that meta-cognitive ability plays a positive role in promoting. tennis technologytraining(3)The survey of students before the experiment shows that their meta-cognitive abilityis not completely missing, but remains at a very low level.However, trained students’meta-cognitive ability level is obviously different from those untrained. The results show thatmeta-cognitive ability training in college tennis teaching is feasible and effectual.(4) T-test of independent sampler was used to analysis meta-cognition skills in provinglearning strategies of the two groups. Results shows that students’ studying capabilities andlevels are higher than that in comparative classes.Conclusion:(1) Training of college tennis teaching students meta-cognitive ability change students’learning style and learning habits in the past, which enable students to gradually learn to study,learn to be a master in learning, also to improve students’ planning, monitoring, regulationand evaluation ability in the tennis learning tasks and learning strategies.(2) It is necessary to select the meta-cognitive training methods according to teachingcontent and style of the student’s cognitive ability. Students in the learning process of learning to master the emotional experience of the initiative in the manner there have been morepositive performance. Learning tennis skills have been significantly improved.(3) While improving Tennis Teaching meta-cognitive ability, we gradually develop alearning process, students learn strategies for the rational selection and using, also weimprove the learning efficiency and learning ability, active participation in their own tennisalso lay the foundation for lifelong physical concepts.Recommendation:(1) Before the start of the teaching activities, teachers should first examine the student’smeta-cognitive ability.(2) Teachers should combine the specific choice of subject content and training methodsto develop meta-cognitive ability.(3) The four elements of meta-cognition (meta-cognitive planning, meta-cognitivemonitoring, meta-cognitive regulation, meta-cognitive evaluation) can be subtle content intosubject teaching, to become part of the teaching content.(4)Teachers should pay special attention to meta-cognitive evaluation in teaching.