The Research On Application Of Metacognitive Theory In The Teaching Of Junior Chemistry Review

To improve the efficiency of chemical review teaching in the ninth grade and the students’ classroom participation, it needs to encourage students to actively participate in the review process. This requires students to have the ability of autonomous learning, and students’ autonomous learning, students need a correct understanding of self, and the knowledge of cognitive strategy reserve enough, can formulate their own learning plan, to effectively monitor the oneself in the learning process, the active regulation, maintain their own learning. Research has shown that students’ meta cognitive ability has important effect on their academic achievements. The meta cognitive theory knowledge with the revision of junior chemistry teaching organic combination, encourage students to complete part review task, improve the level of students’ cognitive ability through teaching, and to improve the efficiency of the review. Through the teaching experiment, the student’s metacognitive ability has been improved, and at the same time to review the efficiency is improved. The study not only proves the previous related conclusions, also found some way for the application of metacognition theory in the actual teaching process.