A Study On The Training Strategy Of High Students’ Self-Monitoring Learning Ability On Physical Problem Solving

Self-monitoring, an important learning ability, plays a significant role in active learning. Current study on self-monitoring is originated from the meta-cognitive theory. Self-monitoring is the core element of the meta-cognition and they are essentially unified. In recent years, the application of self-monitoring in different specific subject teachings and the related learning activity has drawn wide attention. The target of this thesis is to study the role that the self-monitoring plays in the course for middle school students to solve specific physical problems, and explore how to cultivate their self-monitoring ability of learning physics in the actual high school physics teaching process.In this thesis, the literature analysis method is used to summarize the relevant theory on the self-monitoring and physical problem solving. The connotation of self-monitoring and the theory of self-monitoring learning are briefly introduced, and the characteristics and laws of the development of self-monitoring learning ability are expounded and analyzed detailedly; As to the theory about the physical problem solving, the concept of physical problems and physical problem solving are defined, and the thinking process of high school students in solving physical problems is analyzed. The thinking process can be divided into four stages:reading and analyzing the problem, exploring the solution, solving the problem, and reviewing and summarizing. Self-monitoring is indispensable in these stages for students to plan, monitor, control, adjust, amend, reflect and summarize their thinking in solving problems.Under the guidance of the related theories, combining with the characteristics of the development of high school students’ self-monitoring ability and high school physics teaching practice, and based on the analysis and comparison of the existing various self-monitoring training methods, we gave a in-depth theoretical exploration on the training of high school students’ self-monitoring ability in solving physical problems, and proposed our self-contained training strategies and methods. The main exploration is composed by the following two aspects:one aim is to rich the knowledge of meta-cognition and to construct a good cognitive structure, which can be acquired by:(1) guiding students to master the physical declarative knowledge;(2) paying attention to the classroom teaching of the physical and procedural knowledge;(3) helping high school students to accumulate skills to solve physical problems;(4) imparting students the strategic knowledge of self-monitoring. Another one is to train student’s physical thinking on solving physical problems under self-monitoring, which can be achieved through:(1) the thinking aloud method;(2) the self-questioning method;(3) the noting wrong topic method.To verify the validity of the training strategies and training methods of self-monitoring proposed through theoretical exploration, we chose the research object and divided it into groups with control and without control carrying out the pretest-posttest study. In the study process, by consulting relevant literature, we determined the five dimensionalities of the structure of the high school students’physical problem solving ability, i.e. planning, consciousness, methodology, adaptation, and summary ability. On this basis and the adjustment and amendment of the available questionnaires, we formed the table of "Scale of high school students’ Self-monitoring Ability in Physical problem solving (SSAP)".In the experiment, we spent three months to train the self-monitoring ability of the subjected class students in physical problem solving and gave traditional physics teaching to the controlled class students. Final analysis on the test scores and physical performance of the two classes before and after the experiment shows that before the trial, these two classes had no obvious difference in the level of physical scores and self-monitoring ability on physical problem solving; After the trial, there is an apparent difference emerging in these respects between these two classes:the average physical score and the corresponding scores of the SSAP table of the trained class are all higher than these of the controlled class. Therefore, it verified that the proposed training strategies and training methods to improve the students’ self-monitoring ability on physical problem solving is effective.Finally, according to the research, we proposed some constructive suggestions for the high school physics teaching on cultivating students’ self-monitoring ability. We also pointed out the existing deficiency in the present research and put forward our proposal for further study.