A Comparative Study Of Teaching Metacognition On High School Physics Expert-novice Teachers

Teaching meta-cognition refers to teachers’ self-consciousness of their teaching activities, namely, teachers’ self-awareness, self-evaluation and self-regulation of their teaching process. In the course of teacher training, the key to the success of the training is to enhance teachers’meta-cognitive level.Currently, in the field of physics teaching, teaching meta-cognition research mainly focuses on theoretical studies and how to improve students’ meta-cognitive abilities. Meanwhile, research on teachers’ meta-cognition has been few and comparative studies on teachers’ teaching meta-cognition have not been touched so far. Nevertheless, for the rapid growth of novice teachers, it is of practical significance to explore meta-cognitive disparities between novice physics teachers and expert physics teachers in middle school.Teaching meta-cognition for physics teachers includes meta-cognitive knowledge of physics teaching, meta-cognitive experience and meta-cognitive monitoring. By combining in-depth interviews and comparative studies on classroom teaching, this thesis investigates teaching meta-cognition from the aforementioned three dimensions. This paper also conducts a comparative study on classroom teaching between a novice teacher and an expert teacher who differs sharply from each other. The study demonstrates that disparities in teaching meta-cognitive knowledge exist between novice teachers and expert teachers, mainly in their perception of their teaching abilities, teaching tasks as well as teaching materials. To be more specific, expert teachers are more aware of their teaching abilities than their novice counterparts and have more profound understanding toward teaching tasks and teaching materials. There is no sharp disparities between novice teachers and expert teachers concerning teaching meta-cognitive experience. Meanwhile, marked disparities in teaching meta-cognitive monitoring exist between novice teachers and expert teachers. Specifically, expert teachers have clearer and more thorough teaching plans and are more capable of teaching monitoring.Based on the above research, this thesis makes some suggestions concerning teaching meta-cognitive knowledge and meta-cognitive monitoring. In terms of teaching meta-cognitive knowledge, novice teachers should be more aware of their teaching abilities, deepen their understanding toward physics teaching tasks and materials and enhance their internalization of teaching strategies. In terms of meta-cognitive monitoring, novice teachers should stick to writing learning postscripts and teaching postscripts and adopt detailed description and discussion as well as analysis to deepen their teaching reflection.