Metacognitive Factors And Corrsponding Teaching Strategies Of Middle School Students' Learning Diffcuities In Chemistry

Chemistry is a basic subject in the course of middle school students.Chemistry can not only broaden the cognition of the students,but also develop the logical thinking of the students and cultivate a serious and rigorous scientific attitude."Teaching students to learn and teaching students to think" has become a new educational concept in contemporary society.For middle school students,the first grade is the starting point of the whole high school life and the turning point of their learning career.It plays a vital role in high school.Therefore,it is an effective way to improve students' interest in learning by giving timely guidance and help to those students who find chemistry difficult to learn.Through consulting literature and personal experience in school,I find that the causes of students' difficulty in learning chemistry are social intelligence factors,non-intellectual factors,cognitive psychology factors and so on.Among them,the more prominent factors are meta-cognitive factors.Because of the few literature on meta-cognitive causes in the study of chemical learning,the corresponding strategies for related problems are less.Therefore,this paper explore the causes of the meta-cognitive factors of students with learning difficulties,analyze the actual cases,and then put forward practical strategies to help the students in chemistry.The author selects a high school student in Ruzhou as the research object,combines with my own teaching practice and teaching experience,and studies the status of the meta-cognitive ability of high school students.It is found that the low cognitive ability of students with learning difficulties is mainly manifested in the following four aspects.It is mainly manifested in the low level of meta-cognitive knowledge.Because of the chemical knowledge and chemical symbols are more abstract and difficult to understand.The level of meta-cognitive monitoring is weak,the objective of the learning task of the students in chemistry is not clear and the learning task will not be planned.The level of the meta-cognitive experience is low,the students of the chemistry learning difficulties rarely experience the fun of learning chemistry,and lacking of interest and motivation in learning process.Teachers' awareness of meta-cognition is weak,and they do not combine theoretical knowledge with practical activities.Based on the above investigation,3 classes were selected as the control class and the 4 class as the experimental class to be transformed and analyzed.According to the present situation of meta-cognitive ability training plan.First,according to the characteristics of chemistry,cultivate chemistry consciousness and the habit of reviewing and summarizing.Second stimulate self-confidence,experience the sense of achievement in chemistry learning.Third improve learning self-control and learn to monitor the learning process.The specific transformation measures taken are as follows.Combine into learning groups to communicate with each other to deepen the understanding of meta-cognitive knowledge.Organize notes,summarize after class,consolidate revisions,and promote the consolidation of meta-cognitive knowledge.Classify and correct wrong questions to strengthen meta-cognitive knowledge.Prepare simple questions for testing at intervals to enhance the perception of meta-cognitive experience.Groups were compared to stimulate the regulation of meta-cognitive monitoring.Through the comparison of the 12 students in two classes,the results of the 4 class have been greatly improved,the meta-cognitive structure is gradually improved,and the meta-cognitive ability is greatly improved.Combining with the actual situation of the students in Ruzhou,the corresponding strategies are put forward.From the teachers and students,the specific strategies are as follows.The teachers should enhance the awareness of cultivating students' meta-cognitive ability.To guide students to use the "aloud thinking method" to train meta-cognitive ability.To stimulate the learning motivation and strengthen the meta-cognitive experience.To cultivate reflective consciousness and improve meta-cognitive ability.Using the group competition system to stimulate the meta-cognitive potential.And to regulate learning behavior and promote meta-cognitive monitoring.It encourages students to expand their thinking and broaden their meta-cognitive knowledge to improve their meta-cognitive ability.The results show that the students learn the meta-cognitive defects of chemical difficulties during the learning process,and find out the changes they have experienced in the process of the whole process of meta-cognitive factors,and explore the practical teaching strategies for the students.It can not only improve the students' academic achievements,improve their self-confidence,but also improve the students' comprehensive quality and ability,which is beneficial to the physical and mental health of the students,and is in line with the teaching concept of quality education in our country.