Research On The Application Of Meta-cognitive Strategy In History Teaching In Senior High School

Meta-cognitive strategy,as a higher level of learning strategy,mainly refers to reasonable planning,monitoring and adjustment of cognitive activities by learners to improve learning efficiency.In recent decades,scholars at home and abroad have conducted a large number of researches on meta-cognitive theory,meta-cognitive strategies and their combination with teaching at home and abroad,however,most are focused on English teaching rather than history teaching.Based on the analysis of the needs of social development,educational reform and the current situation of history teaching,the author believes that it is very necessary to cultivate meta-cognitive strategies in history teaching in senior high school.First of all,the related concepts and theories of meta-cognitive strategies are briefly sorted out,including the theory and structure of meta-cognitive strategies and the meaning and classification of meta-cognitive strategies.This paper also expounds the important role of meta-cognitive strategy training in middle school teaching and analyzes the necessity of cultivating students' meta-cognitive strategy.Secondly,questionnaires are used to investigate the current situation of using meta-cognitive strategies in senior high school students and the situation of cultivating students' meta-cognitive strategies in teaching.Data analysis showed that students have problems in the learning process:such as low learning initiative,unclear learning objectives,single learning strategies,insufficient monitoring and adjustment ability,and poor reflection and summary.Based on this,the reason why they use meta-cognitive strategy will be analyzed.Then,two parallel classes were selected to cultivate meta-cognitive strategies in the experiment.In the experimental class,the cultivation of meta-cognitivestrategies is organically combined with history teaching to cultivate students' cognition and application of meta-cognitive strategies.Training process is mainly from the following two aspects: one is to improve the students' meta-cognitive level from theory knowledge,and let students realize the importance of meta-cognitive strategies in learning and improve students' use of meta-cognitive strategy awareness.The other one is to cultivating students' meta-cognitive ability in the process of learning.First,according to the plan,let students make study plan and goal;second,enrich students' meta-cognitive experience;finally,adjust and perfect about the problems arising from the learning process.The control class was taught in a normal way without meta-cognitive strategy training.Experimental data showed that meta-cognitive strategy can not only effectively improve students' academic performance,but also improve students' learning habits and enhance their discipline accomplishmentAfter a semester of training,expected effect has been achieved.The training of meta-cognitive strategies not only enhanced students' meta-cognitive awareness,but also contributed to the improvement of students' learning level and historical literacy.Based on the analysis of the experimental results,the current situation of meta-cognitive strategy in history teaching in senior high school will be analyzed.First,the factors affecting the application of meta-cognitive strategy in history teaching are as followings: teachers,students themselves and the environmental.The second is that specific methods to strengthen the meta-cognitive strategies will be put forward,including improving teachers' meta-cognitive teaching level,improving students' meta-cognitive ability and build a harmonious and democratic teaching environment.Hope to provide a reference for other frontline history teachers in the future history teaching.