A Study On The Cultivation Strategy Of Metacognitive Ability In Chemistry Teaching In Senior Middle School

Metacognition ability refers to the high school chemistry learning,students in the process of chemical learning,according to the specific learning tasks to choose the appropriate cognitive strategies,prompt evaluation,feedback learning process,timely adjust the cognitive strategies,independently to obtain information,processing and use,analyze and solve practical problems in chemical a personality psychological characteristics.It is a kind of advanced self-control system,which reflects the comprehensive quality based on the knowledge and thought of chemistry.To cultivate students' metacognitive ability of chemistry learning is the realistic requirement of educational reform,the primary task of the development of school education,and the inner demand of students' self-development.With this as the goal,this study focuses on what is metacognitive theory and the relationship between metacognition and chemistry learning ability.The present situation of high school students' metacognitive ability and the strategies of improving students' metacognitive ability in chemistry learning are studied by literature,investigation and experiment respectively.This research paper is divided into five parts.The first part is the introduction,which mainly expounds the background and significance of the research,and introduces the research content and research methods.The second part is the basic theory of metacognition,which summarizes the development process of metacognition concept,expounds the connotation of metacognition,extracts the function of metacognition in learning,and thinks about the significance of cultivating metacognition ability in chemical learning.The third part is the high school chemistry study metacognition ability present situation investigation and analysis,this paper firstly illustrates the research purpose and meaning,and then introduces the survey and investigation method,and describes the questionnaires and relevance,reliability and validity of the final combination interview results to the results of the survey data,make a preliminary analysis,and also describes the students' chemistry learning metacognitive ability and its academic level grade;The fourth part is the practice of cultivating the metacognitive ability of chemical learning in high school students.Through the problems found in the investigation of the current situation,the strategy of cultivating the metacognitive ability of chemical learning is proposed from the perspective of teachers' teaching,and a representative strategy is selected for practical experimental research to verify the effectiveness of the training strategy.The fifth part is the research conclusion and reflection,summarizes and sorts out the whole paper,introduces the research conclusion,characteristics and innovation points,and puts forward the deficiency and prospect of the research.The conclusions are as follows:(1)Students have a higher level of metacognitive experience,which indicates that they have a good learning attitude,attach importance to learning methods and learning efficiency,but do not have sufficient knowledge of metacognitive strategies and lack of metacognitive monitoring ability,resulting in a medium level of overall metacognitive ability.At the same time,there are some problems such as strong dependence on teachers,lack of autonomy,and no habit of self-monitoring and self-reflection in learning.(2)The factors that affect the metacognitive level of chemistry learning for high school students include gender,class level and student level.With the improvement of class level and students' level,students' metacognitive ability has been improved gradually.At the same time,metacognitive ability and academic achievement show a high positive correlation.(3)Based on the analysis results of the survey status,three training strategies,including the combination of knowledge imparting and vocal thinking,the combination of heuristic questioning and self-questioning,and the combination of correction of wrong questions and reflection summary,were proposed from the perspective of teachers'teaching.Based on the third training strategy,a practical study on the training of metacognitive ability was carried out.This study systematically summarizes and summarizes the development history of metacognition theory,and thinks about the research related to this study.As a reference,the research is carried out smoothly.From a relatively comprehensive survey of the status quo of metacognitive ability of high school students,to a combination of the actual situation to put forward the cultivation strategy,and finally to the practice of research,the conclusion.The research process is rigorous in thinking,the conclusion is authentic and reliable,and has a breakthrough in the research method and depth compared with the original research,which has a certain guiding effect on the effective teaching of chemistry class under the background of the new college entrance examination.