Based On The Delay Keywords Effect Of The Chemical In Metacomprehensio Monitoring Accuracy Research

To solve the problem in every corner of the life, learners to solve the chemistryproblems including course, however, along with our country quality education isperfect, and social education to the needs of talents training, students’ independentinnovation ability, practical skills and cognitive and emotional aspects is becomingmore and more apparent, as educators how can we do to make students to solve theproblem actively, learn to think independently become educators and the educatedmatters of mutual interest.This paper take from the perspective of cognitive psychology,using experimentalmethod to discuss the research that students in the chemistry problem solving processmetacomprehension monitoring accuracy height on the influence of problem solving,and " metacomprehension monitoring.Delay-keywords effect" relationship. Discussesaverage student under the action of delayed-keyword, how to improve students insolving chemical problems in learning to judge, make metacomprehension monitoringeffectively to improve.This paper has three research part:The first part, through the literature know our country contradiction between thequality education and examination education,pointed out that how metacomprehensionmonitoring accuracy for the educators to form the independent study, analysismetacomprehension monitoring accuracy to receive pedagogue’s advantage, deepmining metacomprehension monitoring for students’ problem solving function.Education psychology is the study of the educators teaching and education lawsbetween the learning,educated in the learning activities as the center, to study thepsychological changes and their law of development,so can effectively help educatorsto solve the practical problems by educatees, assist educators to find the solution to theproblem, offers a variety of thinking for problem solving. Through the literaturepreliminary understanding metacomprehension monitoring and educatees to form theindependent study, solve the problem, and the good scientific literacy relationship.Derivation metacomprehension the influence factors of monitoring accuracy,so as to Delayed-keyword effeet.The second part of the research from the perspective of teaching practice, what ismetacomprehension monitoring and delayed-keyword effeet, and what is therelationship between metacomprehension monitoring and delayed-keyword effeet. Andthrough the pedagogue’s questionnaire adjustment to account for the problem.Psychology think Problem solving process is mainly metacomprehensionmonitoring ability, it is to belong to metacomprehension cognitive category, is animportant part of education psychology. From education to practical problems,metacomprehension monitoring are the subjective translated into the objectiveactivity,refers to the educatees to solve the problem and the problem of after thecompletion of the process of judgment, this ability of learners understand calledmetacomprehension monitoring. The metacomprehension monitoring and standard testbetween the degree of consensus,we called " metacomprehension monitoring accuracy" Delay-keyword effect refers to the process of problem solving, reading problemproblem don’t solve the problem but leave a gap of time for the problem of the brainprocessing, the brain after have stored knowledge and problems associated with readingproblem to find the key words of solving problems. So that it is a kind of way to solvethe problem of clear thinking and effectively solve the problem. The author thinks thatthe delay-keyword effect can make educatee consolidate knowledge net, restructuringknowledge system effective,improve the pedagogue’s metacomprehension monitoringaccuracy.The third part based on the above research and questionnaire adjustable results,put forward some how to improve the educatee metacomprehension monitoringaccuracy strategy,respectively from the delay-keywords method, educators teachingmethods, guide the student to learn the information of the extension method andprinciple of the method of training students for reference to discuss.