Metacognitive Strategy And Teaching Of Junior High School History

The new round of curriculum reform proposes to pay attention to the development of students,let students become the subject of learning,teachers should not only let students learn knowledge,but also pay attention to cultivate students’ ability of independent learning.Middle school stage is a critical period for the formation of students’ metacognition.Making full use of this critical period to strengthen the training and cultivation of students’ historical metacognition strategy in teaching is of great help for students to better grasp historical knowledge and improve their autonomous learning ability,which also meets the requirements of the new curriculum reform.This study is based on the theories of psychology,education and history in the stage of compulsory education.Firstly,it investigates the current situation of the use of metacognitive strategies in history teaching in ganquan middle school of xinxian county,liaocheng city,shandong province by means of questionnaire survey,interview survey and field observation.Secondly,through the investigation,it is found that there are some problems in teachers’ classroom teaching methods which are relatively single,and the use of metacognitive strategies is not scientific and systematic.In terms of students,there are some problems,such as weak autonomous learning ability of history subjects and low level of metacognitive strategies in history learning.Finally,in view of the problems found,the author creatively put forward some Suggestions on how to improve metacognitive teaching,guide students to improve metacognitive awareness,accumulate metacognitive knowledge,and strengthen metacognitive strategy training.Of course,the improvement of students’ metacognitive strategy level is a long-term process that requires a good classroom environment,excellent teachers and scientific training methods.Only through the joint efforts of teachers and students can the teaching effect of history class be further optimized and students’ autonomous learning ability be steadily improved.