Practice Research On Autonomous Learning In Junior High School Biology Based On Meta Cognition Theory

Autonomous learning is the need of information-based and knowledge-basedsocial development as well as lifelong education. The reform of new curriculumrequires to change students’ learning methods, traditional evaluation methods and thecurrent situation that course administration emphasizes on concentration. More timerequires to be returned to students, greatly increasing student’s independent study time,putting forward new requirements to students’ autonomous learning ability, and thesewill enable students to learn and know how to learn and to learn effectively. Therefore,autonomous learning has become the most critical link for students’ learning and to acertain extent it determines whether students will get success in their academic or not.However, studies show that the current middle school students’ biological autonomouslearning ability is insufficient and lacking. How to guide students to complete betterautonomous learning, which has become the focus of the teachers.This paper is based on the theories of autonomous learning and meta-cognition,trying to infiltrate the practice research in meta-cognitive strategy training to thebiology teaching in middle school. The study begins with the investigation of presentsituation based on meta-cognition of junior middle school students’ biologicalautonomous learning and designs experiments and carries out experimental studiesaccording to result of the investigation to improve students’ ability in biologicalautonomous learning based on meta-cognitive.The research obtains following results：1. Investigation of autonomous learning, the results show that: junior high schoolstudents’ ability in meta-cognitive biological autonomous learning is low-level. The concrete manifestation is: the lack of students’ autonomous learning cognitionand behavior; biological autonomous learning motivation and self efficacy sense isinsufficient; lack of proficiency in learning strategies; the awareness of clear learningobjectives and make study plans is poor; lack of the ability inself-monitoring, self-evaluation and self-reflection. However, most of students’attitude towards biological autonomous learning is positive, acceptable, and studentshope that teachers can also professor them good learning strategies, cultivatetheir autonomous learning ability to promote their learning better in addition tobiological knowledge during teaching.2. The practical research of autonomous learning after training, the results showthat:(1) students’ ability in meta-cognitive strategies of biological autonomouslearning has been significantly improved.(2) Observably, meta-cognitive strategytraining improves students’ score, showing that students’ biological autonomouslearning ability has been improved significantly after the training.(3) There is nosignificant difference in students’ improvement in biological study result as to genderafter the meta-cognitive strategy training.Therefore, the study that infiltrates the meta-cognition and meta-cognitivestrategies training during biology teaching in junior high school to improve students’biological autonomous learning is effective and feasible.