Study On Geography Teaching Design For Enhancing Students’ Metacognition Ability

The concept of "metacognition" was put forward as psychology,especiallyis a hot research topic in educational psychology. A large number of studiesshow that, foster students’ metacognitive ability can help students to formcorrect cognition guidance, help to mobilize students’ initiative, help toimprove the students’ learning ability, give full play to the main role of thelearner, to improve the overall quality of students. Over the past thirty years,research on metacognition, both have made great achievements in theory orapplication. But the study of metacognitive theory is applied to the field ofrelatively concentrated in English, math, Chinese and other subjects, fewstudies combine geographical subjects.Based on the analysis of the Metacognition Theory and Teaching DesignTheory, based on Dong Qi’s cognitive three structure as the core, combinedwith the analysis of the present situation of high school geography teachingdesign, design of the geography teaching design mode to train students’metacognitive ability, namely "four procedure-five cognitive" mode, The "four procedure " refers to the identification of teaching objectives, to improvethe teaching process, beautify the teaching evaluation, correct the teachingreflection,"Five cognitive" refers to the plan of cognitive activities, supervisionof cognitive activities, evaluation of cognitive activities, regulation ofcognitive activities and improving the metacognition level.On the basis ofanalysis of high school students cognitive characteristics, combined with otherdisciplines of metacognitive ability scale, design the high school geographymetacognition scale, Measurement and analysis of the geographymetacognition ability in two classes of eleventh high school in Wuhu city thefirst grade by using the questionnaire survey method, teaching experiment for asemester of the two class using the empirical research method.In theexperimental process,The experimental class used in geography teachingdesign pattern in the present study, the control class using normal geographyteaching mode.After the experiment, measurements of the geography metacognition were performed again in two classes. The measurement resultsshow that, the metacognitive ability score in experimental class after the testwas higher than that of the pre-test, while the control group had no obviouschange. From the point of view of the implementation process, theexperimental design is reasonable, strong operability.Research shows that, the high school geography metacognition scale hascertain feasibility, have a certain degree of reliability and validity, the design ofthe geography teaching mode to train students’ metacognitive ability design canimprove the geography metacognition ability of students to a great extent, itwill inspire and promote the teaching of geography in high schools.