Application Of Meta-cognition In Senior One Physics Teaching

Students in senior one stays in a transitional period from junior high school to senior high school.And this transitional period will bring temporary maladjustment and learning difficulty which is mainly brought by weak ability.The core of meta-cognitive theory is self-monitoring.Under meta-cognitive theory guidance,the physics teaching is beneficial for facilitating the development of students' meta-cognitive capability,releasing students' learning maladjustment and helping students to improve their learning abilities.This paper has adopted document analysis and questionnaire survey methods.By reading relevant documents,the author analyzes and concludes previous practical research results of cultivating students' meta-cognitive ability,combines meta-cognitive level status which is shown by students' questionnaire surveys,puts forward meta-cognitive ability cultivating strategies related to physics and then goes on a two-month meta-cognitive cultivation research on physics teaching.The four parts in this thesis are as following.Chapter one,introduction,which includes the research background of meta-cognitive theory,research status at home and at abroad,main research achievements and research significance.Chapter two,theoretical basis,which includes structuralism learning theory,lifelong education theory,student-centered education theory,meta-cognitive theory and relevant factors.Those four theories are theoretical basis of educational psychology in meta-cognitive physics teaching,Chapter three,the investigation and analysis of senior one students' meta-cognitive level in physics.It finds that the majority of senior one students' meta-cognitive level are low and it exists some influences on students' physical performance.Chapter four,the cultivation research of students' physical meta-cognitive capacity.In order to improve students' learning ability,author combines meta-cognitive theory and characters of the physics,and comes up with some cultivation strategies which can be used by teachers in physics teaching.Those strategies cover teachers' teaching strategies and students' learning strategies and the author also takes the learning of “work” for example,which introduces how to permeate meta-cognition in physics teaching.Finally,author takes students' twomonthly examination scores as pretest statistics and post-test statistics respectively and then goes on comparative analysis.The result shows that the improvement of meta-cognitive capacity is beneficial for improving the middle-level and the middle and lower level students' physics performance,which indicates meta-cognitive cultivation strategies are operable.But as the research needs longtime circular practice,the maintenance of that ability and the migration effect still need to be studied.