Research On Improving The Junior Middle School Students’ Ability Of Doing Physics Experiment

"Shanghai city middle school physics curriculum standard" clearly point s out that the middle and primary school curriculum of Shanghai aims to cultivate students with basic knowledge, basic skills of lifelong learning and learning strategies. In the junior middle school stage, the students began to learn physics from grade eight and exposed to physical experiments. Although the students learned some physical knowledge and completed some experiments about physics in science courses in Grade Six or Seven, there are quite a few students who have difficulty in completing the physics experiment. Their physics experiment ability ware weak. The weak ability of physics experiment hinders the students to explore the physical world.Meta cognitive strategy is a kind of learning strategy. As an active individual, learners consciously use metacognitive knowledge to arrange, plan, monitor, adjust and evaluate the learning tasks and make their learning methods and processes more reasonable and efficient by constantly adjusting and improving their learning tasks. The main difference from other research is that the meta cognitive strategy is applied to the teaching design of the physics experiment.In this paper, we defined the performance behavior of junior high school students’ physics experiment ability through the analysis and research of junior high school physics experiment and investigate the junior high school students’ ability of physics experiment and the current situation of junior middle school students’ ability of physics experiment. The research improved the instructional design of the students’ physics experimental in the junior middle school based on metacognitive strategies and interfered with students’ experimental process by using metacognitive strategies. Teachers guided students to constantly reflect on their own ideas, design, analysis and to plan, adjust and monitor their own experimental process reasonably. And they aimed to improve junior high school students’ ability in physics experiment by improving students’ ability of using metacognitive strategies. Finally, the conclusion was drawn through the questionnaire and classroom observation. It is proved that the instructional design based on metacognitive strategy further enhanced the physics experiment ability of middle school students.