Research On High School Physics Experiment Teaching Strategy Based On Metacognition

This dissertation researches the strategy of high school physics experiment teaching based on metacognition theory.Within the framework of this theory,in order to carry out effective teaching strategy,a questionnaire is used to help understand the difficulties in high school students' metacognition area.The result shows that most of the students have more difficulties in metacogntive monitoring than metacogntive knowledge and experiences.It also finds out that the metacognition in student's study is different from their own view and their teacher's view.Besides,the metacognitive monitoring varies in different schools due to student intelligence.Lastly,there are internal relations among three metacognitive areas.Based on literature review and questionnaire,the teaching strategies are:1.Seize task knowledge,enrich strategy knowledge.2.Design the question to induce metacogntive experiences.3.Use question and self-quested list to train monitoring.The strategy will adjust in order to suit different levels of student.The detail will be explained in the design of the teaching strategy.The last part is to testify the strategy is useful during the learning process.Carefully pick 30 different levels of students from two classes in each schools(3 schools in total),and match them together.One class as experimental group and the other class as control group.The result of experiment shows the strategy is effective to different levels of student.The success of this experiment is not only because the core idea of this strategy is based on metacognition theory but also making proper adjustment to different levels of students.