Research On The Effectiveness Of Using Metacognitive Strategies To Improve Students' Independent Learning Of Chemistry

How to improve students' autonomy has become a new research topic,for students' autonomous learning ability is still rather poor in China.Considering that fewer studies have been conducted on the practice of autonomous learning in chemistry,this paper,based on previous research findings,integrates meta-cognition research in chemistry with learner autonomy theory,proposes a hypothesis that application of meta-cognitive strategies in chemistry teaching can foster students' autonomy,and therefore constructs a chemistry teaching model of students' autonomous learning through the use of meta-cognitive strategies.This paper reports a one-term in-class meta-cognitive strategy training to some first-year senior high school students in the aspects of adopting question lists,keeping a reflective diary,and drawing concept maps.The result demonstrates that strategy training in chemistry teaching content helps improve effectively the target students' learning autonomy and their academic performance.This training program achieved the expected result and proved the above hypothesis successfully.