Teaching Design Of Physics Unit In Junior Middle School Based On Metacognition Theory

In this thesis,based on the metacognitive theory,using the literature research and case teaching,mainly in part ii of chapter 9 o'clock junior middle school physics eighth grade"pressure"unit for system analysis of the teaching content and the teaching process of physical design.The research background of this thesis is as follows:firstly,the current direction of education reform is to teach students how to learn^[1],which in essence is to teach students to plan,regulate,monitor and evaluate their own learning behavior continuously in the learning process;Second,in recent years,all countries around the world have taken the improvement of national scientific literacy as their strategic goal,and physics has played a very important role in cultivating students'scientific literacy.Third,in recent years,many areas the new college entrance examination reform policy in our country,cancel the liberal arts branch.And many professional choice university must require students to choose physics in high school stage,it also illustrates the importance of learning physical intangible.For just second day student physical contact,from the initial physical metacognitive ability,pay attention to cultivate them to make them grasp the subject of learning methods,let physical discipline not drag other examination subjects,can even let the physical become their own advantage disciplines,this will make the study has great research significance and value.Firstly,this thesis systematically studies the theory of metacognition and further understands the current research status of metacognition through literature research.Combined with the current thinking development status of junior high school students,we can further understand that the current junior high school students'metacognition level is not high,and the level of physical metacognition is relatively low.Physical metacognitive ability can help students monitor their learning behavior and make corresponding adjustment in time in the learning process,so that students can achieve a better learning effect.Himself through the analysis of the characteristics of the physical metacognitive structure,concluded in classroom teaching to cultivate students physical metacognitive ability teaching strategy.And on this basis,the pressure unit,for example,physical metacognitive ability teaching strategies into specific physical teaching process design.This teaching design also has some reference value for middle school physics teachers on how to do well in classroom teaching.Finally,this study can also bring some reflection and inspiration to our middle school physics teachers.Pressure based on the metacognitive theory,the Angle of the unit for the teaching process of physical metacognitive system design,further confirmed:first,the pressure of this part is relatively abstract,comprehensive knowledge is stronger,for just contact mechanics part of students have certain difficulty,for physics teachers at the same time,this part also belongs to the difficult point in the junior middle school physics teaching.Second,the higher the level of physics metacognition,the stronger the ability of physics learning,the better the grasp of physics knowledge,the better the performance of physics.Thirdly,in physics classroom teaching,the cultivation of students'physical metacognitive ability can stimulate students'interest in physics learning and improve their motivation in physics learning.Teach students to master the effective methods of learning physics,so as to achieve the ultimate goal of teaching students to learn to learn.