The Improvement Of Meta-Cognitive Monitoring Level By Learner-Generated Drawing Providing Teaching Support

In recent years,more and more researchers have found that in the scientific field,the difficulty of generating drawings will affect the effectiveness of drawing strategies,especially in high school mathematics,physics and chemistry and biology.Because the learning problems are more complex,learners generate drawings.The difficulty is greater,it will produce a greater cognitive load and then affect the level of meta-cognitive monitoring and academic performance.Existing studies have shown that the generated mapping strategy with teaching support can effectively reduce cognitive load,but there are few studies in high school biology teaching to explore whether the mapping strategy with teaching support can promote the level of meta-cognitive monitoring and academic performance effect.This study uses two experiments to explore whether and how the teaching-supported drawing generation strategy can effectively promote the level of meta-cognitive monitoring and academic performance in high school biology learning.Study 1 randomly selected 107 students to participate in the experiment,using a single-factor between-group design,the independent variable is the learning strategy,including four levels of author-generated graph,image-generating group,drawing and reading,and the dependent variable is learning judgment and post-test The correct rate.Studies have shown that there are significant differences in learning judgment between the drawing group with teaching support and other groups without teaching support.Secondly,learning judgment can predict learning results better than cognitive load.The post-test accuracy rate of the teaching support group is higher,and JOL has a significant positive predictive effect on the total accuracy of the post-test drawing,which is consistent with the hypothesis.The second study further considered the frequency and timing of providing teaching support,and selected 120 high school students to explore when and how many times drawing support was provided during the entire teaching process to more effectively improve the level of meta-cognitive monitoring and academic performance.Research shows that generating and modifying drawing prompts should be provided during the entire learning process,not just before and after;the frequency and location of drawing prompts should be high-frequency and evenly distributed in order to improve the level of meta-cognitive monitoring and learning results.Moreover,the drawing quality is positively correlated with the learning effect and the correlation is greater in the migration test and the drawing test,and the drawing quality can predict the drawing effect.The results of this study show that mapping strategies supported by teaching can improve meta-cognitive monitoring.And,it works best when the drawing supports high frequencies and is evenly distributed.Among them,the quality of drawing is closely related to the level of meta-cognitive monitoring.The results of this research reveal that in biology teaching,teachers should pay attention to the role of teaching support,use more pictures and texts,and run through the entire teaching activities to improve students' biological learning performance.