Research On The Cultivation Of Junior High Students' Physical Autonomous Learning Ability Based On Metacognition Theory

With the rapid development of scientific knowledge,students relying solely on teachers to learn new knowledge is no longer sufficient to meet the needs of society.At the same time,the continuous deepening of curriculum reform also requires students to gradually change their learning methods to actively construct their own cognitions.System,these all put forward higher requirements for students' autonomous learning ability.It is generally believed that autonomous learning is an activity in which learners plan,regulate,monitor and evaluate their learning styles through a series of independent activities.Therefore,autonomous learning activities will inevitably be affected by personal self-regulation.And metacognition is the manifestation of individual self-regulation mechanism.The essence of metacognitive experience,knowledge and monitoring is the individual's understanding,feedback and control of their own cognitive activities.Based on this,this article is based on the metacognition theory to explore the feasibility of cultivating junior high school students' physics autonomous learning ability.Through literature investigation and research on the role of metacognition on autonomous learning and the internal adjustment mechanism of individuals in autonomous learning activities,it has proved the feasibility of relying on metacognitive theory to cultivate students' autonomous learning ability,and then adopted in teaching practice to enrich students' meta-cognition.Cognitive knowledge,improving students ' metacognitive experience and the quality of metacognitive monitoring are the starting point of the teaching model,and at the same time,with the help of metacognitive strategy tools such as student self-planning and learning time records to improve students' autonomous learning.Finally,through the analysis of experimental data,changes in students' academic performance and dynamic observation of students' autonomous learning level,the results of teaching practice and the effectiveness of this teaching model are explained.The experimental results show that relying on metacognitive theory to strengthen the self-learning ability of junior high school students is significant — except for the dimension of the learning environment,students who have undergone targeted reinforcement have significant improvements in all dimensions of self-learning.