The Impact Of Metacognition On The Critical Thinking Of Middle School Students And Its Intervention Research

In the information age,the importance of critical thinking as a higher-order thinking should not be ignored.When faced with a problem situation,it can help individual to reduce cognitive biases and make better decisions and judgments.In the cross-cultural study about Chinese and Western,Chinese students' critical thinking is always at a disadvantage.This may be that individualism of western culture more respect diverse viewpoints,and collective orientation in Chinese culture,more incline to avoid challenging the views of others.However,in the era of information explosion,we need to choose,digest,and evaluate the fragmentation information.The ability to deal with complex huge amounts of data are particularly important.If individual who cannot distinguish the view and the facts,he may be easy to lose personal will,and cannot deal with the normal life and work.Therefore,in the current situation of our country,it is urgent to develop the critical thinking ability of citizens.Although many scholars have begun to focus on critical thinking,there is still a lot to be done.Serious disagreements about the concept of critical thinking,which makes the measurement and teach of critical thinking haven't operational definition.At the same time,it also will appear all sorts.of thinking training course don't have relation with each other.Current measuring tool of critical thinking mostly lack the substantive definition,and the content of subject knowledge are serious separate with social life.It makes the most of the critical thinking scale measures critical thinking knowledge,rather than critical thinking skills.Existing researches about critical thinking focuses on high school and above age stage,and are often combined with a specific discipline background.Junior middle school stage maybe the most sensitive period of critical thinking intervention,but there are few studies of the phase and measuring tools.Only a few studies have focused on the relationship between a single factor and critical thinking,and failed to consider the interaction and accumulation effect between different factors.Teacher-centered system has been neglected the cultivation of critical thinking.Critical thinking courses most have low mobility,and subject to the conditions of measurement tools.So the effectiveness of the training effect also cannot be guaranteed.Therefore,this study adopts the questionnaire method to compile the critical thinking questionnaire for Chinese teenagers in daily situations.This paper discusses the law of the development of critical thinking and internal and external affecting factors(class atmosphere,family upbringing,and metacognitive),and designs preliminary intervention training courses of critical thinking.Through the discussion of this series of questions,we try to deepen the understanding of critical thinking and provide a reference for the cultivation of critical thinking of middle school students.The results showed as follows:(1)the questionnaire of middle school students' critical thinking includes four dimensions:analysis,evaluate,deduce,reflective judgment.It can be divided into five topics associated with middle school students daily life scene,and has good reliability and validity.The questionnaire can be used in further research.(2)Female students scored higher than male students in all dimensions of critical thinking and overall score,among which the evaluation dimension,the deduce dimension the total score reached a significant level.(3)Each dimension and total score about middle school students' critical thinking increase with the grade.While the baseline levels of analysis,evaluate,and deduce all have increased with the grade,the baseline level and upper limit of the reflective judgment dimension do not have change in grade six,seven,eight stages.(4)metacognitive ability plays a complete mediating role in the influence of emotional warmth understanding cultivation on critical thinking,and the mediating effect value is-0.124.(5)metacognitive ability plays a complete mediating role in the influence of severe punishment cultivation on critical thinking,and the mediating effect value is 0.152.(6)metacognitive skills play a full mediating role in the influence of excessive intervention cultivation on critical thinking,and the mediating effect value is-1.306.(7)metacognition plays a fully mediating role in the influence of class environment on critical thinking,and the mediating effect value is 0.16.(8)through the heuristic self-questioning method,the evaluation dimension of critical thinking,the reflection judgment dimension and the metacognitive knowledge dimension of metacognitive knowledge are significant.(9)through the interviews before and after the intervention,we found that the heuristic self-questioning method had a great influence on the concept of teacher about critical thinking.