The Application Of High-school Biology Teaching On Meta-cognitive Strategies

Metacognitive strategy is a strategy that learners can consciously monitor,evaluate and adjust the learning strategies used directly or indirectly in the learning process.It is a strategy that teaches students how to learn,how to monitor and how to evaluate and adjust themselves.Therefore,it is particularly important in current education and teaching.Based on previous studies,this paper continues to deeply discuss the practical application of metacognitive strategies in biology learning in middle schools.In this study,the senior 2 students of the affiliated high school of Urumqi in Xinjiang are taken as the research objects,two science classes are randomly selected and set up as practice classes and control classes respectively.the two classes have no significant differences in the application of metacognitive strategies,teachers' teaching level,students' biological learning interest,and the results of the first monthly test,except that the practice classes adopt metacognitive strategy teaching and the control classes adopt traditional teaching methods.There are no significant differences in the mean values of the six aspects of learning plan,learning method,learning habit,learning motivation,learning process,and goal achievement.At the same time,I interviewed the biology teachers of senior two in the senior high school,and the results showed that the application of metacognitive strategies in the teaching process was less penetrated and lacked of systematization.On this basis,this study combines metacognitive strategies with the content of compulsory biology courses in senior high schools,and designs teaching programs from three aspects: metacognitive planning strategies,metacognitive monitoring strategies and metacognitive regulation strategies.The planning strategy requires students to formulate learning objectives,learning methods,etc.Monitoring strategies help students clearly position and evaluate learning activities through teachers' questions and self-questions in game activities.The adjustment strategy is adjusted,perfected and reflected in a timely manner according to feedback such as evaluation and target completion.After a semester of teaching practice,the two classes were again given questionnaires on the application of metacognitive strategies and interest in learning biology.The statistical analysis results showed that there were significant differences between the two classes in metacognitive strategies.The average value of practical classes was 59.74,that of control classes was 46.28,and that of interestin learning biology was also significantly different.The average value of practical classes was 77.90,and that of control classes was 69.73.Statistics and data analysis on the final results of the two classes show that there are significant differences,with the average value of the practical class being 79.98 and the average value of the control class being 75.45.The self-evaluation form of learning satisfaction was issued to the two classes again.The results showed that there was a big gap between the average values of pre-test and post-test in the two aspects of learning plan and learning method in the practice class,but there was not a big gap in the other four aspects,and there was not a big gap between the average values of the six aspects of pre-test and post-test in the control class.To some extent,this enlightens us that the application of metacognitive strategies cannot be ignored in future teaching.The application of metacognitive strategies and the addition of game activities can effectively improve students' biological learning effect.After the training of metacognitive strategies,students' self-satisfaction in learning has also been improved to varying degrees,and they have mastered effective learning methods while improving self-confidence.