Based On The Metacognition Theory, The Diagnosis Analysis And Teaching Suggestions Of The Causes Of Wrong Questions In Physics In Senior Tw

Based on the requirements of the times and the basic concept of the new physics curriculum standard of the 17 th edition of the general high school,modern education increasingly emphasizes students’ independent learning and lifelong learning,and the cultivation of students’ metacognitive ability just meets this requirement.In the practice of education,the author found that the phenomenon of "repeated mistakes and repeated offenses" is quite common,this study starts from the theory of metacognition,and measures the physical metacognition level of the top,middle and bottom students respectively,combined with these two investigation statistics,the causes of three kinds of students’ physical errors are diagnosed and analyzed.Finally,it puts forward teaching suggestions to reduce the error rate and optimizing the physical metacognition level for the three types of students.The study is divided into four parts:The first part mainly introduces the theory of educational psychology and defines the related concepts,by referring to the relevant theories and researches at home and abroad,it is clear that the level of metacognition can be divided into three dimensions and nine sub dimensions.The second part is the core of this study.In this study,125 sophomores’ metacognitive level of physics and causes of wrong questions of Qibao middle school in Shanghai were investigated by questionnaire.On the one hand,through the statistical analysis of three types of students’ physical metacognition level,the author finds that,there is a positive correlation between the level of students’ physical metacognition and the ranking of their physical achievements;The physical metacognitive experience of the three types of students is generally low,especially the score of emotional experience sub dimension is lower;The physical metacognitive knowledge dimensions of the middle ranking and the lower ranking students are low;The lower ranked students scored the lowest in the dimension of physical metacognitive monitoring.On the other hand,combined with the investigation of the causes of students’ mistakes,diagnosis and analysis show that the causes of the three types of students’ wrong questions are generally reflected in the negative influence of thinking set;The examination ability needs to be improved;Among them,the top students don’t pay enough attention to simple questions;The students in the middle and lower ranks need to be improved in physical thinking and so on.The third part is based on metacognitive theory,combines attribution theory and trial and error learning theory,in view of the diagnosis of the causes of the three kinds of students’ physics mistakes,the author puts forward some specific and optimized teaching suggestions.The top ranked students are mainly to strengthen positive emotional experience and pay attention to in-depth reflection to improve metacognitive monitoring ability of physics.The middle ranking students should improve the ability of examination and comprehensive use of knowledge,weaken the negative transfer of thinking set.The lower ranked students should stimulate their motivation to learn physics;Lay a solid foundation for physics;And improve their ability of physical thinking.After that,the demonstration and analysis of teaching cases are carried out by the author.The fourth part expound the conclusion,shortage and prospect of this research.