A Survey On The Use Of Physics Auxiliary Books For Senior High School Students Based On Metacognition Theory

As a kind of teaching materials,the research on students' auxiliary books is far less than the research on teaching materials,but it is widely used by students in daily life.Similarly,this study takes metacognition as the perspective excavates students' use of physics auxiliary books and the problems,and the corresponding countermeasures are put forward for the teachers to guide the students to use the physics assistant books and improve the students' metacognition ability.Firstly,the influence of metacognition on physics learning is theoretically discussed.Secondly,the questionnaire of physics metacognitive ability of senior high school students in the process of using auxiliary books was compiled,and the prediction and retest of senior high school students were carried out:(1)The reliability of each dimension of the questionnaire is greater than 0.7,which meets the reliability requirements.The kmo coefficient is 0.789,the significance is 0.000,and the validity of the questionnaire is good.(2)The overall level of metacognition of senior high school students using physical auxiliary books is on the middle level.(3)The metacognitive level and dimensions of physical assisted books are different in different gender,grade,frequency and learning effect.(4)There is a significant positive correlation between high school students' physics learning effect and the overall level of metacognition.Linked with the survey and interview results,the accounts for the diversity are explained from the perspective of psychology.Finally,the text analysis of the physics auxiliary books issued by the school and purchased by the students.This paper projects the ways to deal with a situation to improve students' metacognitive ability in using physics assisted books.First of all,in the use of metacognitive knowledge of physics auxiliary books,help students clear learning objectives,improve self-awareness;establish physical knowledge network,optimize the core knowledge structure,guide the learning and use of learning strategies;second,in the promotion of metacognitive experience level,create a learning atmosphere of learning to learn,enrich students' emotional experience;design layered training.Finally,for hoist the metacognitive monitoring ability,we urge the students to establish a "learning schedule" to improve the level of planning and preparation,and guide the students to sort out the "physics wrong problem set",strengthen the monitoring and feedback measures;encourage students to carry out "reflective physical diary",cultivate the habit of evaluation and reflection.