An Empirical Study On The Effect Of Metacognitive Strategy Training On Senior High School Students Ability To Solve Biological Genetic Problems

Metacognitive strategy refers to that cognitive subjects can take their ongoing activities as cognitive objects in the process of cognitive activities,and plan,monitor and adjust their cognitive activities actively based on certain metacognitive theories.It is considered by many researchers as a higher-order level of thinking,which enables learners to plan learning tasks,monitor the learning process,adjust and correct problems in learning,so as to improve learning effects and cultivate students' ability to independently explore and solve problems.Genetic problem is a kind of problem based on genetic knowledge,which needs to be solved by logical analysis and mathematical operation.As the process of solving genetic problems involves mathematical operations and complex reasoning and analysis,it has always been a difficult content in high school biology.Therefore,this paper tries to apply metacognitive strategy to solve genetic problems in high school biology,so as to improve students' metacognitive ability and genetic problem-solving ability,and explore the influence of metacognitive ability on genetic problem-solving ability.In this study,literature research,questionnaire survey and experimental research were used to explore the influence of metacognitive strategy training on high school biological genetic problem solving ability.First of all,"high school students' metacognitive ability to solve biological problems" and "high school students' metacognitive ability to solve biological problems" were developed to master the current level of students' metacognitive ability to solve biological problems and genetic problem-solving ability.Secondly,the relationship between metacognitive ability and genetic problem solving is established.By referring to the existing metacognitive strategy training mode and combining with the existing level and problems of students' metacognitive and genetic problem solving abilities,the metacognitive strategy training based on genetic problem solving in high school biology is formed.Finally,the metacognitive strategy training based on high school biology genetic problem solving was applied to high school biology classroom teaching practice,and the changes of metacognitive ability and genetic problem solving ability of the experimental group and the control group were compared before and after the practice.The practice results show that metacognitive strategy training based on high school biology genetic problem solving has the following effects:First,metacognitive strategy training based on high school biology genetic questions can improve students' metacognitive knowledge and metacognitive skills.In the process of metacognitive strategy training,it involves the arrangement of learning strategies and learning methods.In the process of strategy implementation and application,students form the understanding of strategy and task knowledge,so as to improve metacognitive knowledge and metacognitive skills.Second,before and after the teaching practice,the metacognitive experience of students' metacognitive ability does not change significantly.Thirdly,metacognitive strategy training can not only improve students' metacognitive ability,but also improve their ability to solve genetic problems.There is a certain correlation between metacognitive ability and genetic problem-solving ability,and the improvement of metacognitive ability can further promote the improvement of genetic problem-solving ability.