A Study On The Correlation Between Metacognition And Teaching Ability Of Physics Teachers In Senior High School

At the 13th National People’s Congress,General Secretary Xi Jinping pointed out:"Teachers are the hard core of the education work,and only high-quality teachers can we have the high-quality education".Under the background of the new era,China’s education reform is in full swing.Teachers are gradually changing from the roles of executors of curriculum teaching and leaders of students’ learning to decision makers and guides.Teachers need to constantly monitor,adjust and reflect on their educational practice to adapt to the change of roles.Teachers’ metacognitive ability plays a vital role in this transformation process.By improving teachers’ metacognitive ability,we can promote teachers’ cognitive monitoring and adjustment of their own teaching process and teaching behavior,improve teachers’ own quality and teaching ability,and thus promote the improvement of school teaching quality and the development of students’ comprehensive quality.However,at present,the research on teachers’ metacognition is short,and it mainly focuses on theoretical research,while there is little empirical research on teachers’ metacognition and the correlation between teachers’ metacognition and teaching ability.Therefore,it is necessary to study these problems.In this thesis,196 physics teachers in senior high school were randomly collected by offline and offline methods,and the metacognition questionnaire of senior physics teachers was distributed to these 196 teachers to understand the overall level of physics teachers’ metacognition and their differences in six sub-dimensions,and to analyze whether important demographic factors such as gender,educational background and teaching experience will affect teachers’ metacognitive ability.Among the teachers surveyed offline,15 physics teachers were randomly selected by stratified sampling method,including 5 novice teachers(less than 5 years of teaching experience),5 experienced teachers(5-10 years of teaching experience)and 5 expert teachers(more than 10 years of teaching experience).According to the senior high school physics teachers’ teaching ability evaluation indicator,their teaching ability was scored item by item by five Likert scoring method to analyze teachers’ teaching ability.Finally,the collected data are standardized to explore the relative relationship between physics teachers’ metacognition and their teaching ability,and based on this,some suggestions are put forward to improve teachers’ metacognition level and teaching ability.Through research,this thesis draws the following main conclusions:(1)The overall level of metacognition of physics teachers in senior high schools is on the upper-middle level.Among the six sub-dimensions of teachers’metacognition,the subjects scored the highest in metacognitive self-knowledge and the lowest in metacognitive experience.(2)Gender,educational background and teaching experience in demographic variables have a significant impact on the metacognitive level of physics teachers in senior high schools.In terms of gender factors,female teachers’ metacognitive plans are higher than those of male teachers.In terms of educational background,the metacognitive experience of teachers with postgraduate education is higher than that of undergraduate teachers;In terms of teaching years,besides the consistency in metacognitive pedagogy knowledge,there are significant differences in the overall level of teachers’ metacognition and other five dimensions of metacognition.(3)The overall level of physics teachers’ teaching ability in senior high schools is on the upper-middle level,with the highest score of teaching design ability and the lowest score of teaching evaluation ability.(4)Gender,educational background and teaching experience in demographic variables will also affect the teaching ability of physics teachers in senior high schools.On the gender factor,the teaching design ability of male teachers is significantly higher than that of female teachers.In terms of educational background,there is no significant difference in teaching ability among teachers with different educational background,In terms of teaching years,teaching ability and its sub-ability increase significantly with the increase of teaching years.(5)Pearson correlation analysis shows that there is a significant positive correlation between teacher metacognition and its sub-dimensions and teaching ability,that is,the higher the teacher’s metacognition level,the higher his teaching ability.Taking teaching ability as the dependent variable and six teachers’ metacognitive sub-dimensions as the independent variables,the functional relationship between them is quantitatively analyzed by partial least squares regression method.It is found that the regression model R2=0.495 means that six kinds of teachers’ metacognitive knowledge can explain 49.5%of the differences in teachers’ teaching ability,that is,if teachers’ teaching ability is improved,49.5%of the improved part can be explained by six kinds of teachers’ metacognitive knowledge.Based on the above research results,this thesis discusses the enlightenment of this research on the ability development of physics teachers in senior high schools from two aspects of pre-service physics teacher training and in-service physics teacher training,so as to promote the professional development of physics teachers.