The Practical Research On Metacognition In Improving Chemistry Learning Ability Of The 9th Grade Critical Students

Many important national documents,such as National medium and long-term education reform and development plan outline(2010-2020),China's education modernization 2035,and Implementation plan for accelerating the modernization of education(2018-2022),have raised the balanced development of compulsory education schools to a strategic height.For the weak schools,the improvement of their teaching quality depends on the effect of the critical students' promotion and transformation.This work not only needs teachers' time and sweat,but also needs the guidance of scientific education theories.This study takes a group of junior high school student in a weak middle school in Qiaokou district,Wuhan,Hubei as object.In the daily teaching activities in the first semester of grade 9,through questionnaire survey,classroom observation and other empirical analysis methods,the application of metacognitive teaching strategies in promoting performances of the critical students in grade 9 is understood.This research paper is divided into six parts:The introduction part clarifies the issue and the significance of research,introduces the content and methods;In the literature research part,by referring to the literature and sorting out the data,the existing theoretical research results of "metacognitive ability" and "critical students"are systematically analyzed and summarized,and the concepts are defined.Some important teaching theories related to the research are also briefly summarized.The third part is a preliminary research,which firstly puts forward an effective method to scientifically distinguish students' levels.Then,based on the results of the investigation of students' metacognitive ability and learning motivation at different levels,this paper expounds the situation of students' metacognitive ability and learning motivation at different levels.The fourth part firstly studies the notes of outstanding students according to grounded theory.And then,based on the results of the pre-test,I determine a metacognitive ability standard that the critical students should reach after the experiment.After that,action research is carried out,and teaching methods are constantly adjusted in the process.This part also introduces the tool of reflective synthesis and the teaching strategy using this tool to provide reference for front-line teachers' teaching.The fifth part is the later investigation and the results analysis,to verify teaching effects,and then be compared with the previous survey results to draw a conclusion;The summary sorts out the full text,clarifies the research conclusion and enlightenment,and puts forward the shortcomings of the research process and the prospect of the future research.The main conclusions and results of this study are as follows:(1)According to the method based on regression analysis and set pair analysis proposed in this paper,critical student groups can be scientifically identified and their strong and weak subjects can be determined,which is conducive to the scientific training of target students by teachers of all subjects.(2)Preliminary investigation has uncovered that the secret behind well-performed students is because of their metacognitive ability and learning motivation are at a high level.The main reason for the poor performance of poor students is the low level of learning motivation,and the main reason for the poor performance of critical students is the lack of metacognitive ability.(3)Combined with the analysis results of the previous survey,from the perspective of teachers' teaching,this paper highlights the teaching strategy of penetrating the cultivation of metacognitive ability by taking reflective notes,and verified the effectiveness of the strategy.