Research On The Training Strategy Of Metacognitive Ability Of Middle And High School Students In Solving Geographical Problems

In the early 1970 s,Fravell first put forward the concept of metacognition.In the following decades,metacognition has been widely concerned by the psychological and educational circles.Metacognition is an individual's conscious planning,monitoring,adjustment,evaluation and reflection on his cognitive activities and learning process,and its core meaning is cognition of cognition.Metacognition can help students analyze problems deeply and solve problems efficiently.The cultivation of metacognitive ability of high school students by teachers is helpful to develop students' intelligence,enhance students' self-learning awareness and problem-solving ability.In essence,students' learning activities are the process of problem solving.In the middle of the 20 th century,the research on problem solving has entered the stage of "cognitive revolution".Students' learning style and problem-solving process are restricted by many factors,and the role of metacognition cannot be ignored.With the development and popularization of problem learning,metacognition training in problem solving has become a new subject in educational psychology.Through the analysis of existing studies,we can find that the development of metacognitive ability is conducive to the smooth solution of problems,and problem solving has become an important way to cultivate metacognitive ability.Therefore,teachers' development of students' metacognitive ability in the process of solving geographic problems can help students learn more efficiently and improve their core geographic literacy.This study is divided into six parts:The first part is the introduction,which expounds the research background and significance of metacognitive ability cultivation in solving geographic problems.Combing the research status of metacognition and problem solving at home and abroad;the purpose,task and method of this study are expounded.The second part is the conceptual and theoretical basis,clarifying the related concepts of metacognition and problem solving,and sorting out the theoretical basis of metacognition,constructivism and problem learning.The third part is the analysis of the current situation and influencing factors of themetacognitive ability of senior high school students.By means of questionnaire survey and individual interview,the current level and cultivation status of the metacognitive ability of senior high school students in a certain school are investigated,and the main influencing factors for the development of the metacognitive ability of senior high school students are analyzed and summarized.The fourth part is the geography high school students metacognitive ability in problem solving strategy,put the cultivation of high school students metacognitive ability in geography in the process of problem solving,put forward the high school students metacognitive ability in problem solving strategies,such as creating problem situation,teach cognition and relevant knowledge of problem solving,build the classroom atmosphere of the dialogue and consultation,design geographical problem solving "question list",to migrate training and optimizing the teaching design,etc.The fifth part is an experimental study on the cultivation of metacognitive ability of middle and high school students in solving geographical problems.Through a stage of metacognitive ability cultivation experiment,the applicability of the cultivation strategy proposed in this paper in teaching practice is verified to some extent.The sixth part is the summary and prospect,which provides constructive Suggestions for the education and teaching practice of metacognitive ability cultivation of senior high school students on the basis of the research conclusions.