The Applicaiton Of Metacognitive Theory In High School Physics Teaching

In2004, high school curriculum refrom took place in Shandong Prowince,focusing ondeveloping students’ personality as the core,and paying attention to the cultivation ofstudents’ innovative spirit and practice ability. This requires teachers in teaching process,tochange ideas and teaching methods, and "exam-oriented education" to "quality education",become "summative education" to "lifelong education", teachers not only "give sdudents fish"but also "teach sdudents how to fish"that is teaches should teach students how to learnteachers should. Pay attention to the cultivation of the students’ independence and autonomy,and make students learn to think, to study, to create, enhancing the self control level of thelearning process, as well as the application level of the learning strategies (that is, to improvethe students’ metacognitive ability), sdudents should be independent learning strategieslearners, in order to adapt to the rapid development of information. In addition, in educatingpeople,the applacation psychological yuan cognition psychologicalintervention technologyapplication on the students’ psychological development has played a very good guidancefunction, lelping high school students deal with various kinds of interpersonal relationship(students and parents, students and teachers and students between),correcting and set up thecorrect outlook on life and values.Theoretical research is adopted in this paper,as well as, understanding and yuan cognitivetheory related to education and psychology teaching theory, basic theory system ofmetacognitive aboutthe sdudents’interest in physics and the application of the cognitive theory;The experimental method is adopted to explore concept class, law class recitation class,andrevision class so as to settle the problems.By comparing the different teaching methods andthe effects of learning we can learn about the improvement of metacognitive ability; The testmethod is adopted to detect the metacognitive theory in teaching model and the traditionalteaching model of students’ grades by comparison,we can see the different effect before andafter the application of the cognitive theory in the physics learning process. The interviewmethod is adopted to learn about the metacogitive strategies and the learning ability level.This articale is based on the study of the comparison of the two experimental classes Iteach and another two classes where traditional teaching methods are adopted.In order to study the teaching effect under the guidance of metacagnitive theory,I adopted metacognitiveteaching methods in the two experimental classes.The aim is to compare the differences of thesudents in diffenrent classes in some aspects such as self-monitoring,sesf-regulation level andgrades in the learning process with different teaching methods..The subject study results show that: the penetration of the meta-cognitive theory in highschool physics teaching can improve teaching effectivesness and we achieved the expectedteaching goals.The physics teaching under the guidance of metacognitive theory can motivatethe students and enhance students’ cognitive abilities.It can also help students to buildharmonious relationships and establish positive life and values.Therefore,this study haspractical feasibility and practicality in physics teaching,and can provide some wzefulreference for the new curriculum.