On The Application Of Metacognition Theory In Senior Three Teaching

Metacognition is the cognition about cognition.The improvement of students' metacognitive theory can help students to monitor and scientifically manage their own learning process.In this paper,the meta-cognitive theory is applied to the teaching process of biological review.Finally,through the research results,it is found that metacognitive theory can improve the metacognitive level of senior high school students and their review efficiency to a certain extent,Thereby improving student achievement.This paper also puts forward how to improve students' metacognitive ability and the specific teaching methods and strategies adopted.To improve students' metacognitive ability and review efficiency of teaching strategies are:(1)to build a new teacher-student relationship,to change the traditional teaching methods,so as to improve students' interest in learning and review efficiency(2)to build learning "scaffolding" to help students improve their teaching strategies,Meta-cognitive ability,so that students in the learning process is used to complex problems "simplification" to enhance students 'self-confidence(3)focus on students' sense of ownership,so that students are accustomed to their own learning to focus on reflection,And ultimately self-management and so on.In this paper,combined with the specific cases adopted in the course of the experiment,the students are divided into experimental group and control group through the teaching practice of nearly one year.The application of metacognitive theory in the teaching of the third year is studied empirically.In the course of the study,the author also through the questionnaire in the form of the review of the status quo and meta-cognitive ability of students were investigated.Finally,the experimental data are taken by SPSS.13.0 and EXCEL2010 analysis method to draw the experimental conclusion.