The Application Study Of Junior-school Biology Teaching On Meta-cognitive Strategies

It is one of the primary aims during internal education reform to foster students, the ability of self-determination.Training and strengthening the application of meta-cognitive strategies is the key to make them learn how to learn.At the same time,the junior students transit from primary school,it is difficult to learn on account of the increase of the subjects and knowledge for them,only by teaching isn,t enough in class.Therefore,it is more important to award learning methods than impart knowledge.This paper adopts questionnaire,experimental and interview methods,based on meta-cognitive strategies and according to the features of subject in junior biology.Combining the strategies with teaching content and compiling meta-cognitive teaching plan.It includes planning strategy,monitoring strategy,regulation strategy.For planning strategy,mainly to fill in the card as a supplement to dictate demands of teacher;There is an important way to implement monitoring strategy is combining self questioning method of game activity with self evaluation method;The regulation strategy uses the method of self-reflection.To explore the lesson plan training how to affect metalearning ability,academic performance of biology,learning style and self-learning satisfaction.About 80 students(forty in class five and forty in class six) of two classes in junior grade one in Mingde middle school of Kunming. Through the teaching practice of one term,the conclusions as follows:The first,students,academic performance is outstanding on meta-cognition study; The second,the students,learning style are changed and the method helps them to learn how to cooperate;The third,it is useful for development of students,self-learning satisfaction and self-confidence.We should pay more attention to foster students,learning habits and process, arrangement of training time for the three strategies and make further research in the future.