A Study On Metacognitive Teaching Strategy For Geography Students With Learning Disabilities In Senior High School

With the deepening of the new college entrance examination and the reform of geography curriculum in senior high school,geography plays an increasingly important role in senior high school.The basic idea of geography course in senior high school is to cultivate students' essential core quality of geography subject,to meet the development needs of different students,and to make every student learn geography well.But at present,more and more students with geography learning difficulties have become a problem that can't be ignored in high school education.How to realize the transformation of students with geography learning difficulties in high school and improve the core quality of geography of high school students is an important embodiment of carrying out education equality and establishing morality.Taking the HC Middle School of Liaocheng as an example,this paper studies the current situation of the meta-cognition level of students with geography learning difficulties in high school by means of literature review,questionnaire survey,teacher interview and teaching practice,and analyzes the existing problems and characteristics,the countermeasures and suggestions are put forward,and the teaching case is designed on this basis.Firstly,this paper analyzes the metacognitive teaching strategies and the development course of students with learning difficulties at home and abroad by referring to domestic and foreign references.On the basis of literature reading and the author's teaching practice,combined with the suggestions of front-line geography teachers and other experts,the questionnaire and interview outline were prepared.It is found that the status and characteristics of the metacognition level of high school students with geography learning difficulties mainly included the following three points: 1.Lack of met acognitive knowledge.Lack of self-correct understanding,it isn't clear about learning tasks and lack of strategic knowledge of learning geography.2.Negative metacognitive experience.In geography learning,there are less successful experiences,lower self-satisfaction,and lower interest in geography learning.3.Weak metacognitive monitoring.The weak metacognitive monitoring consciousness is one of the remarkable characteristics of the students with learning disabilities,which is mainly manifested in the lack of awareness of making a study plan,the poor metacognitive control ability,the weak self-evaluation and reflection ability.According to the problems found and the characteristics of geography,this paper puts forward the following strategies for cultivating the metacognitive ability of students with geography learning difficulties in senior high school: 1.Strengthen the infiltration of geographical metacognition knowledge.Know oneself correctly,enhance individual cognition;understand the learning task and enhance the cognition of the task;To master learning methods and enhance strategy cognition.2.Enrich students' metacognitive experience.Teachers should pay attention to the design of teaching process and create a positive learning atmosphere;In class,we should pay attention to and encourage the students with learning difficulties,cultivate their continuous learning motivation and enhance their metacognitive experience.3.Improve the ability of metacognition monitoring.Develop a learning plan and monitor the learning process;regulating learning behavior,regulating the learning process;develop self-evaluation and reflection awareness,improve the ability of meta-cognitive evaluation and reflection.And through four months of teaching empirical research,taking Lu Jiao edition(2019 edition)as an example,the researcher integrated the training of metacognitive teaching strategy into the whole teaching process.Before class,under the guidance of the researcher,students fill in the study plan form,and use the guided learning plan in combination with the textbook to preview before class,construct the metacognitive knowledge system and enhance the metacognitive experience.In the class,the researcher use situational teaching as a guide to train students' metacognition level through self-exploration,group cooperation and case teaching,and cultivate students' ability to analyze and solve problems on their own.After class,through the self-evaluation scale,students self-evaluation and self-reflection actively.Finally,through the result analysis and the case study,it is confirmed that metacognitive teaching strategy training is effective to improve the level of metacognitive strategy and realize the transformation of the students with learning disabilities.Therefore,I suggest that teachers should help students improve their metacognitive strategies from many aspects so as to improve their academic performance.Due to the limitations of time and experience,there are still many deficiencies in this paper,which need to be further studied in the following research.