Research On Postgraduate Inquiry-based Learning Mode Based On Metacognition Theory

The mutual promotion of education and technology has promoted the transformation of traditional education.The National Medium-and Long-Term Education Reform and Development Plan(2010-2020)issued by the Ministry of Education pointed out that "heuristic,inquiry-based,discussion and participatory teaching should be advocated to help students learn".As an important reserve of national talents,postgraduate students shoulder the glorious mission of national development and national rejuvenation,nowadays,education is becoming more modernized,internationalized and diversified,postgraduate education is facing many challenges and opportunities,the improvement of postgraduate training quality should be paid more attention.However,at present,the traditional education forms in postgraduate education still account for the majority,receptive learning methods are common,but there are fewer self-directed and guided learning methods such as discovery and heuristic,in addition,the platforms and opportunities for development are less,innovation and research capabilities are relatively weak.Inquiry-based learning as a heuristic and discovery-based learning method has great advantages in innovative thinking and ability development.Inquiry-based learning is based on theories of constructivism,Cognitive,and multiple intelligences.It advocates giving full play to the subjective initiative of learners,enabling them to actively acquire knowledge and construct meanings,improve their own knowledge systems.In the process of learning,students can explore the research topic by ourselves,and experience the process of discovering problems,analyzing problems,solving problems and other similar scientific research,it will promote the cultivating comprehensive capabilities such as innovation and scientific research.However,at present,inquiry-based learning has outstanding problems in terms of project establishment,activity organization,and evaluation reflection.Embedding metacognitive theory into the inquiry-based learning mode,giving full play to the selfmonitoring and self-regulation ability of postgraduate students in the process of cognitive experience,and solving the existing problems of graduate education and inquiry-based learning.It enriches the theoretical system of inquiry-based learning,promotes the development of new areas of inquiry-based learning and promotes the transformation of graduate education.Through the in-depth analysis of the literature,the thesis introduces the background,research purpose and significance,and combs the research status of inquiry-based learning at home and abroad.Through the practical research on the existing inquiry-based learning mode and the analysis of postgraduate teaching,the problems of postgraduate inquiry-based learning are found.Therefore,the research method,the organizational structure of the thesis and the value of the research of this subject are determined.Secondly,through the conceptual definition and theoretical basis of inquiry-based learning,the research is more scientific.In the content of postgraduate inquiry-based learning mode based on metacognition theory,integrating innovation on the basis of learning theory and existing inquiry-based learning modes,it is proposed to embed metacognitive theory into the postgraduate inquiry-based study mode.From the aspects of inquiry-based learning characteristics,process,metacognition theory guidance and evaluation,a postgraduate inquiry-based learning mode based on metacognition theory is constructed.This learning mode aims to solve the problems existing in current graduate education and inquiry-based learning and achieve research goals.Finally,using the postgraduate inquiry-based learning mode based on metacognition theory to carry out practical research,through the actual development of the mode,it can get feedback,modify and improve the research mode.Summarizing the experience of inquiry-based learning in the design,development,and application,so as to improve students' ability and promote the development of teaching,and provide references for front-line teachers and researchers.