Experiment Research On Metalearning Strategy Training Of Chemistry For Junior Middle School Students

The study on metacognition has became a hot focus in the area of psychology and pedagogy since the middle of the1970s when Flavell put forward the concept of metacognition in the research of children cognitive development. Metacognitive level could be reflected in the learning—metalearning, which is metacognitive elements controlled by subject consciousness in the learning strategy. At present, the study on metalearning strategy is rare on the domestic, let alone the study on chemistry metalearning strategy for junior middle school students.This paper makes research on influences of chemistry metalearning strategy training on chemistry metalearning ability for junior middle school students. Firstly, adopted questionnaire surveys,318students from the third year of junior middle school are randomly selected to learn about the information of chemistry metalearning. Secondly,104students from the third year of minority junior middle school in the west of Hunan are selected, and then trained using training plan of chemistry metalearning strategy for junior middle school students, via pretest and post-test, which aims to explore whether intentional training could improve the students’chemistry metalearning ability. What’s more, different group divided by ability and different gender are trained to examine whether significant differences are existed among them. The training time is ten weeks totally. The data are analyzed adopted SPSS11.5.The findings are listed as follows:(1)Overall level of their chemistry metalearning ability is not expectedly high, and control and evaluation are inclined to be low, that is to say, self-monitoring is not strong so that strengthening training about metalearning strategy is of urgent.(2)Chemistry metalearning ability is one of primary factors influencing their chemistry scores, and intentional training on chemistry metalearning strategy could rapidly improve their metalearning ability.(3)Chemistry metalearning ability has significant differences among the excellent students, intermediate level students, and students with leaning difficulties. In accordance with their average level of chemistry metalearning ability, the excellent students are higher than the intermediate level students who are high than the students with learning difficulties. What’s more, the training for the students with learning difficulties achieves obvious effects.(According to the degrees of scores-improving, the excellent students are less than the intermediate level students who are less than the students with learning difficulties.) (4) There are no significant differences for training effects when doing training of chemistry metalearning strategy for different genders.In conclusion, overall level of chemistry metalearning ability for junior middle school students is not high; therefore, it is necessary to penetrate metalearning training into traditional class teaching. When teaching junior middle school students chemistry, intentional training on metalearning strategy could rapidly boost chemistry scores and learning ability.