The Research And Practice Of The Cultivation Strategy Of The High School Geography Metacognition Ability

With the further development of quality education, modern education is more and more attention to how to make students learn more time saving, energy saving, high efficiency, there is no doubt that this problem was involved in the learning process and method. The new curriculum goal emphasize three areas, knowledge and skills,process and methods, emotional attitude and values. Effective study method and the process behind, there must be a perfect theory system to support it. Is the cognition to the cognitive, metacognitive theory method, the method of support is the most suitable learning method and target theory.In this paper, according to the requirement of the reform of quality education in the 21 st century, in view of the current high school students in geography learning problems, in the high school geography teaching the metacognitive theory is introduced to correct the previous traditional geography teaching methods, learning methods, so that the students’ own cognitive learning method and the process of perceiving, regulating and monitoring, its aim is to improve the high school geography metacognition ability, in order to achieve quality education "learning life, learn knowledge, learn to handle affairs, society and health, aesthetic, learn to learn to create" the goal of make some cognitive strategy on the preparation. Activities in the design of the cultivation of metacognition ability strategy from five aspects: asking questions is the key of metacognitive ability raise; Planning is the first condition of RMB development ability; Monitor is an important link in improving metacognitive ability; Reflection is for the consolidation and deepening of the study effect; Timely remedy is for the perfection of metacognitive knowledge and improve.This paper is divided into six parts:The first part of the introduction, the selected topic and research literature at home and abroad are reviewed, the paper research significance for this paper.The second part is mainly related to metacognitive ability, the geography metacognition ability concept, connotation and expounds the theoretical basis of thesis writing.The third part through the questionnaire survey, the current high school geography metacognition ability did discuss current situation and restriction conditions.The fourth part combined with the teaching material of high school geography textbooks lu, select the corresponding teaching case as the lead, centered design,evaluation and review, study three aspects to study effective metacognitive ability training strategy and implement improvements. Test evaluation of the cultivation of metacognition ability strategy in three steps: first is the error correction, refer to the curriculum and teaching materials, communicate with classmates analysis takes an exam the cause of the success and failure, rich metacognitive experience of examination; Then the classified evaluation, to seek a variety of solutions, since the enlightenment grasp knowledge transfer application; Finally, the variant training,strengthen their thinking and promote metacognitive monitoring ability. Review the study of metacognitive strategies also points of cultivating the ability of three steps:first by drawing a mind map, combing communication this section knowledge, forming a complete system of cognition; Then compared are associated with this section of the section, the junctions between independent comprehension of knowledge, combined to produce a more practical new knowledge, and attempts to construct the cognitive network; Finally, the section of hierarchical knowledge do little exercise, and expand the new knowledge, strengthen internalize metacognitive ability.The fifth part with two class balance experiment contrast, to examine the effects of metacognitive ability training strategy research. Therefore the author compiled a table "my class my family- metacognitive efficiently geography class, walking on the road",give the students the main time to let it go boldly, aimed at the evaluation and review the learning activity design, three links, track and evaluate objectively the practical effect of high school geography metacognition ability training strategy, and accordingly put forward the corresponding improvement measures.The sixth part summarizes the research achievements of this paper, the paper puts forward the future target, make teachers and students can fully realize the high school geography metacognition ability training strategy of the profound influence, and can according to the specific circumstances, a more extensive practice and discussion.