Research On The Application Of Metacpgnitive Theory In Chemistry Teaching In Middle School

Based on the development background of metacognitive theory,this paper expounds the concepts of metacognitive theory,metacognitive strategy and metacognitive teaching strategy;analyzes the development process of core accomplishment and define the related concept of core accomplishment.As a result,the level of metacognitive development of middle school students is restricted by chemical core literacy.In order to improve the metacognitive level of middle school students,this study adopts the "Activity element" method to carry out teaching based on the background of metacognitive theory.It is hoped that through this teaching mode,students can develop metacognitive ability and improve chemical core accomplishment in the process of learning.Combined with the Sternberg problem solving steps,this paper has done the following research:?Background analysis and problems definitions.After studying the literature measurement method and content analysis method of the metacognition background,the relationship between metacognitive theory and chemistry curriculum reform is obtained,and it is found that the metacognitive level of middle school students affects their chemical learning ability.Therefore,this thesis makes "How to develop students ' metacognitive level" as the core issue,combines the characteristics of chemistry subject,adjusts students ' cognitive process and learning strategies,and achieves the goal of improving middle school students ' chemistry learning ability.?Current situation investigation and theory construction.In order to comprehend the relationship between metacognitive level and chemical learning ability of middle school students,this study took questionnaire,interview,test as a means to test the "metacognitive ability" and "chemical level" of senior one students in Chengdu,Sichuan Province.Results data are displayed in tables and pie charts.The results show that about 80% of the students' metacognitive level is in the middle or lower level,and it is positively correlated with chemical learning ability.Combining with the characteristics of local middle school students,this paper designs a variety of metacognitive theory teaching models,such as "Three Prism" and "Octahedron".? Empirical study and result analysis.The teaching model of metacognitive theory unfolds through the "active element" mode.Takeing "the Chemical properties of metal" as an example,carries out targeted teaching practice and regular assessment.After four months,the Class 1(experimental Class)and Class 2(control Classes)students were tested for "metacognitive ability" and "chemical problem solving ability",and the results of SPSS 17.0 analysis were used.The results showed that the Sig value was less than 0.05,and the overall ability of students in Class 1 was improved,which was significantly different from that in Class 2.Hierarchical statistics found that middle-metacognition students improved the fastest,low-metacognition and multicompound cognitive students improved more slowly.It shows that the same teaching method can produce different effects for different levels of students.Therefore,it is of great significance to make appropriate teaching methods according to the differences of students.