Metacognitive Strategy And The High School Physics Teaching Research Effectively

The teaching of metacognitive strategies has been one of the focus of thecurrent effective teaching, Metacognitive strategies of great significance to the study ofeffective teaching of high school physics. This paper reviews the theory at home andabroad cognitive theory and effective teaching, metacognitive strategies in the effectiveteaching of physical and explored on this basis.High school physics classroom from the previous teacher-centered classroom chalkand talk, full house to teach into a student-centered, self-learning mode, self-learningprocess, teachers guide students in their own learning process, planning, monitoring,reflection,adjustment is essential, teachers in the process of teaching guide forclassroom programs, monitoring, reflection, adjustment is also essential. Metacognitiveability is an important factor to affect the students and teachers of cognitive regulationdirectly affects the learning and teaching process and results. Therefore, to find thecombination of metacognitive strategies and effective teaching, help establish the statusof students as the main, in order to achieve the objective of effective teaching.Metacognition is a concept proposed by Flavell in the1970s, American psychologist,Flavell, metacognition is the individual on their own cognitive processes, knowledgeand ability to regulate these processes. Now, with in-depth development of qualityeducation, modern education are increasingly concerned about how to make teachingmore effective, this would relate to a variety of learning strategies. How to improve theefficiency of the teaching process, efficiency, effectiveness, has been a lot of educators,psychologists pursuit of the goal. Research on effective teaching is dazzling, however,the use of metacognitive strategies for effective teaching high school physics research,analysis and integration of high school physics learning factors is relatively less. Thisstudy through research and analysis on a variety of related education, psychology,physics theory, the use of the awareness strategy summarized some of the morescientific, more operational, high school physics teaching strategies. Teachers duringthe teaching process, you can control these strategies, the purpose of strengthening,migration, so as to achieve good teaching results. Meanwhile, the autonomy in order tofocus on advancing the practical needs of our new curriculum reform and new teachingbased on the field of physics teaching in secondary schools, only using the researchmethod, comparative law analysis to find existing learning strategies and models of thestrengths and weaknesses, summed up mode of learning, metacognitive interventions,self-learning ability by several experimental studies to improve the students in theexperimental classes, after the learning strategies and models contrast with the previousdraw conclusions. The major research work includes the following aspects:1on theexisting learning model analysis, identify strengths and weaknesses2. Analysis of therelevant factors affecting the physical learning, with various theoretical system.3.proposed strategies and methods of teaching practice-based learning physics.4. ofthese strategies and methods used in teaching to promote students’ learning.5. Throughthe investigation and examination results and the comparison, analysis of thesestrategies slightly superior, to prove that these strategies to help high school physicsteaching. That these strategies and methods, with simple operability that can be used to improve teaching effectiveness or to improve their ability to learn; teachers’ use ofmetacognitive strategies so that students can build self-confidence, have a positiveoutlook on life and values through research, experimentation, enhance the interest inlearning and achievement; the use of metacognitive knowledge, students’non-intellectual factors and the potential development. The use of metacognitivestrategies for physics teachers to be more reasonable to think about their own teachingprocess, bit by bit to reflect on their classroom ready to improve the effectiveness of thephysical classroom. In this thesis, the use of metacognitive strategies is notcomprehensive enough to solve the physical study of effective teaching, the need forcontinuous learning and hard work in the future of teaching metacognitive strategiesmore generally the language of physics teaching, thereby increasing the efficiency ofphysics teaching.