Research On The Teaching Strategy Of High School Physics Based On The Cultivation Of Metacognitive Ability

Research shows that metacognitive ability plays an important role in planning,regulating and monitoring the learning process and cognitive development of students.Due to the inherent nature of physics,metacognitive knowledge is needed to promote the development of students' physical concepts and scientific thinking.Therefore,in order to implement the core competency goal of high school physics education,promote students to learn to learn and develop high school students' metacognitive ability is imperative.There are 5 chapters in this paper.The first chapter is the introduction,which briefly describes the research background and research status of this topic,and based on the research background and research status,combs the research ideas,determines the main content,research purpose and method of this paper.The second chapter is the concept definition and theoretical basis,which defines the concepts of teaching strategy,physics core competency,metacognitive ability,briefly describes the theory of problem-solving and deep learning,and clarifies the relationship between these concepts and theories.In Chapter 3,based on the content framework of metacognitive knowledge proposed by Anderson and others,on the basis of fully understanding the development of Chinese students' core competency,the metacognitive ability framework suitable for China's middle school conditions is constructed,and the metacognitive ability framework of high school physics core competency is further proposed,mainly including "mastering scientific learning strategies,understanding cognitive tasks and having self-management ability" In order to achieve the integration of teaching objectives,it provides a theoretical basis for the teaching strategies based on the cultivation of metacognitive ability.In Chapter 4,according to the framework of Metacognitive Ability Based on high school physics corecompetency and the theory of deep learning and problem-solving,taking problem-solving teaching as an example,combined with teaching cases,this paper puts forward the teaching strategies based on metacognitive ability training from the organization of teaching activities and the guidance of problem-solving methods.Among them,the organization strategies of teaching activities include:(1)perceiving the real physical situation and clarifying the applicable situation of physical knowledge and methods.(2)Using scientific thinking method,promote thinking processing and solve physical problems.(3)The proper use of physical principles and methods,to draw inferences from one instance.(4)Integrate knowledge framework,induce continuous monitoring and self reflection.According to the process of problem solving,the guidance of problem solving is divided into three stages: examination,answer and reflection.The guiding strategies are: combining teachers' demonstration with students' training,guiding students to correctly understand the difficulty of problems,and developing model construction thinking.According to the different types of physics college entrance examination,the corresponding strategies are summarized.The answer strategy of multiple-choice questions is to teach students to properly use problem-solving skills to solve practical problems in production and life.The strategy of the experiment questions is to clarify the characteristics and classification of the experiment,emphasize the plan of reading through,and promote intentional monitoring.The answer strategy of calculation questions is to help students summarize the answer standard and develop the cognitive thinking habit of scientific reasoning and scientific argumentation.The strategies of reflection guidance are as follows:(1)construct a list of questions,trigger self reflection,and promote students' adjustment of thinking.(2)Guide students to reflect on one problem with multiple solutions and multiple problems with one solution to stimulate learning motivation.According to the proposed teaching strategies,taking the teaching of "voltmeter modification" as an example,this paper presents a teaching scheme based on the cultivation of metacognitive ability and problem-solving ability,so as to verify the feasibility of applying the teaching organization strategy and problem-solving guidance strategy.Chapter 5 is the conclusion,reflection and prospect,which summarizes the research content of this paper,points out the practical value of this research,reflects on the research content of this paper,and determines the further research ideas in concept teaching,law teaching and experimental teaching.The innovation of this paper is based on the content framework of metacognitive knowledge proposed by Anderson and others,and puts forward the metacognitive ability framework of Chinese students' development of core competency and high school physics core competency,which lays a theoretical foundation for the development of students' metacognitive ability and physics core competency in high school physics teaching,and puts forward the development strategy of students' Metacognitive Ability in problem-solving teaching.