A Study About Construction Of High School Physical Efficient Class Based On Meta-cognitive Theory

When people is in cognitive activities, there is a will own cognitive process asthe object of recognize, and it is in process of self-awareness, self-monitoring,self-regulation and self-evaluation, the ability performance in the process ismeta-cognitive ability. This kind of ability not only can promote the student toacquire knowledge, but also can develop their own thinking quality and learningability when they monitor and adjust their learning process and learning strategies.In this article, through the questionnaire survey and interviews, the authorfound that the current high school students’ physical meta-cognitive level isgenerally low, especially the serious lack of student’s meta-cognition monitoringability, the meta-cognition monitoring ability is the key to affect their cognitiveactivities can be completed efficiently. Besides that, result good students’meta-cognitive level significantly higher than students with poor grades, suggeststhat students’ meta-cognitive level impact physics learning effect, so improve thestudents’ meta-cognitive level is important significance to construct efficient class.The author thinks that the reason for high school students’ physical meta-cognitivelevel is generally low and low learning efficiency has the following three aspects:one is physical discipline characteristics, second is students’ learning attitude andthe third is the current status of physical education, this is the most critical factors.For the above reasons, the author tries to blend the cultivation ofmeta-cognitive ability into the physics teaching process, from all aspects ofteaching, and strive to improve the students’ meta-cognitive level, so as to buildefficient class. In the preparation stage, teachers need to set the teaching aim anddesign the teaching process in advance for how to cultivate students’meta-cognitive ability. In the teaching link, teachers need to penetratingmeta-cognitive knowledge, enrich meta-cognitive experience，focus on promotemeta-cognitive monitoring ability in a planned way. In the process of homeworkassignments, teachers should carefully selected exercises to train students’meta-cognitive ability. When review the tutorial, teachers should consciously toimprove students’ meta-cognitive level. In terms of evaluation after class, teachersshould not only reflect on class teaching situation, but also to guide students to evaluate their own cognitive effect, in order to perfect the students’ meta-cognitiveability.