The Study On Meta-cognitive Strategy And High School History Teaching

The 21 st century, China has entered “the knowledge economy” era where the information updates very fast. To improve students’ autonomous learning ability and to cultivate innovative talents which promote the future development of society have become the inevitable requirement and the final trend.However, the exam-oriented education which taking aim at the test purely, one-sided in training target, rigid in teaching mode and mechanical in evaluation standard, leads to the education results with little success and the talent quality structure single at last. This education mode causes a lot of opposition and dissatisfaction from the social people from all walks of life. At the moment, voice that quality-oriented education instead of the traditional exam-oriented education is becoming louder and louder, the education idea of “lifelong learning” is on the agenda. In the aspect of history, "compulsory education history curriculum standard" advocates the education idea which pays more attention to the inquiry learning and the innovation of teaching and learning, puts more emphasis on “people oriented education” through the cultivate of history, and make all students obtain the full scale development. Nevertheless, history as the subsidiary subject is in the awkward position. This situation that history teacher use the cramming method of teaching and students use the rote learning mode is worrying. Consequently, exploring the learning strategy which is suitable for high school history to perfect students historical thinking and improve students’ Humanistic Quality is a pressing matter of the moment brook no delay.In 1970 s, Flavell who is a famous psychologist of American put forward the theory of meta-cognitive strategy on the basis of meta-cognition. Meta-cognitive strategy refer to that learners use the meta-cognitive knowledge what they have learned in the learning process to plan, monitor, regulate and evaluate their own learning activities, by adjusting and perfecting constantly, making their learning methods and learning process more scientific and efficient. Meta-cognitive strategy is usually considered to be a higher level of learning strategy, better than other strategies in learning strategies. Studying the meta-cognitive strategy, helps to reduce the blindness and irrationality of learning activities, perfect study method and learning ideas, improve the level of students’ cognitive development and the ability of autonomous learning, teaching students to learn lifelong learning. Studying the meta-cognitive strategy, is propitious to help us apply the existing information to the broader context and use this information to a more ideal effect. But in the actual teaching process, the importance of meta-cognitive strategy didn’t get the attention and teaching.On this account, this article bases on the study of the related literature at home and abroad,through analysis of the literature research method, questionnaire investigation method etc, studying the subject that applying meta-cognitive strategy to cultivate the students’ ability of autonomous learning in history teaching in senior high school from two aspects that theory and practice. The discuss as follows:First, the article analyses the background of the research from three aspects,such as the requirement of elementary education reform, the objective need of high school students cognitive development and the real need of high school history teaching, discusses the research status about meta-cognitive strategy training in middle school history teaching, introduces research idea, method, innovation points and research significance about this article. Second, the article combs, integrates and sublimes the theory of knowledge about meta-cognitive strategy, discusses the internal relations between meta-cognitive strategy and learning ability. Third, by the way of questionnaire investigation method to investigate the present situation about students using meta-cognitive strategy in high school history teaching, analysis and summarizes the existing problems. On the basis of the existing problems and the relevant theoretical knowledge of meta-cognitive strategy, the article tries to put forward and establish the methods and approaches which are applicable to train the ability of students using meta-cognitive strategy in high school history teaching. In order to ensure the actual effect of meta-cognitive strategy training on students, the teachers should take their own conditions into full consideration, proceed from reality in everything and strictly follow the principle of subjectivity, scientificalness,sustainability and development. Finally, this paper carries out evaluation and reflection on the research contents. Students’ level on meta-cognitive strategy can’t be enhanced rapidly after a short period of training, it needs schools and teachers to regard it as a permanent job to do carefully, it needs a good school environment, a scientific classroom teaching model and the rich educational resources to support itself.