Study On The Effect Of Metacognitive Training On Students’ Results Of Senior One In Chemistry Learning

It’s a effective ways to teach students to learn and improve the learning ability is to improve the students’ metacognitive level, it’s also adapt to the inevitable requirement of lifelong learning and the new curriculum requirements.Based on the senior students’ chemistry learning as the research object and discipline knowledge as the carrier, so that the students in learning the knowledge of chemistry and knowing metacognitive knowledge, riching metacognitive experience, promoting metacognitive monitoring ability, improving students’ self-efficacy,leaning correct attribution at the same time.Through these metacognitive training, to explore the effect of metacognition level and chemical results.In this paper, the specific content and important conclusions are as follows.The first part is the introduction and the related theory.Overviewed the metacognitive related concept and structure, based on metacognitive theory that proposed by many scholars both at home and abroad.This study divided the metacognitive structure into metacognitive knowledge, metacognitive experience,metacognitive monitoring and motivational belief four dimensionsthis.and the metacognitive knowledge is divided into individual, mission and strategic three dimensions;the metacognitive experience is divided into positive metacognitive experience and negative metacognitive experience two dimensions;the metacognitive monitoring is divided into planning, method, execution, feedback, remedial and summative six dimensions;Motivational belief including self-efficacy and attribution style.The following is the experimental study part. Selecting two parallel classes in wuhan no.11 middle school where author’s practice school.Then randomly divided into experimental class and comparative class, and a one-semester metacognitive training in experimental class.And made a detailed set of metacognitive training methods and contents:Enrich the students’ individual knowledge by adopting the method of psychological testing;The task and strategic knowledge’s training is taking teaching method, and in the learning;In the chemistry teaching by building a harmonious teaching situation to rich emotional experience;Cultivate the students’ self-monitoring ability by using questions themselves;By using hierarchical design work to improve the students’ self-efficacy;Guide the student to carry on the correct attribution is the teachers’ teaching method and group discussion method.Adopt questionnaire test students’ metacognitive level and in the form of test was carried out on the training effect before and after the test.The results are as follows.(1) the students’ metacognitive level and chemical disciplines scores was significantly positively related.(2) the metacognitive training can effectively improve students’ metacognitive level, because the students’ metacognitive knowledge and metacognitive monitoring have significantly improvedmainly,Self-efficacy and attribution way has significantly increased;Two classes in the planning, summary and effort attribution those three dimensions have extremely significant difference;In the strategic,the positive metacognitive experience, the metacognitive experience negative, the remedial,the learning self-efficacyand attribution of luck several dimensions has significant difference;In the subjectivity, the task, the method, the execution, the feedback, the ability attribution, the learning behavior self-efficacy and the task difficulty attribution those several dimensions has no significant difference.(3) The metacognitive training Shorten the distance to students with different levels(4) Improved the students of chemistry discipline result:the metacognitive training can significantly improve the students’ chemistry discipline result,having significant effects on middle and poor students,having no significant influence on top student.Experiments show that the metacognitive training in chemistry teaching is feasible and effective.Using the metacognitive theory to guide the students’ learning, can improve the students’ grades.Finally, it’s the innovation and deficiency, this part has carried on the induction summary to the whole process of research, reflect on the shortcomings, in order to constantly improve in the future study and work.