Researches Of Exploring And Solving Problems Of High School Chemistry Under Theory Of Meta-cognition

"Education should strive harder to find ways to obtain more knowledge rather than only concentrate on knowledge transfer and storage." Therefore, teaching should pay more focus on providing guidance on learning method and teaching students how to learn. Learning effectiveness is reflected through the problem-solving ability of a student. A weaker meta-cognitive ability yields a poorer academic result. Hence, focusing on training of exploring problem and solving problem was provided for the students and executed with the meta-cognitive theory in mind to improve the meta-cognitive ability of the students, and promote their chemical problem-solving capability.Based on relevant meta-cognitive theoretical research results, the difficulty of the exercises, and the meta-cognitive theory, the exercise examples related to "chemical reaction principle" were selected to provide students a systematical training of ability of chemical exploring problem and solving problem in high school chemistry class. During instruction, the students are directed to recognize their own learning style, the importance of setting goals, and the implications of various strategies in chemical problem-solving to improve their meta-cognitive ability. Through practices in-class and after-school, followed by a variety of exams, meta-cognitive ability obtained from the training can be consolidated and can inspire students’ interest in learning chemistry. Monitoring the process of exploring problem and solving problem as well as the corresponding solution can improve students’ ability of self-reflection, improve quality and efficiency of solving chemical problems, and promote meta-cognitive ability development. Through questionnaires and personal interviews, the teaching method used was modified accordingly to most effectively improve the ability of exploring and solving chemical problems and to promote students’ academic performance in chemistry. This research analyzed the students’ academic achievements before and after test and performed correlation analysis on the survey results before and after training. The results confirm that improving meta-cognitive ability can not only effectively improve the students’ chemical problem-solving ability but also academic performance. The results are in agreement with those obtained by others and can be used to provide guidance in teaching high school chemistry.