Research On The Countermeasures Of Using Metacognitive Strategies In High School History Inquiry Learning

The new round of new curriculum reform has put forward new requirements for the teaching mode and learning style.The traditional teacher-centred mechanical teaching and learning style has long failed to keep up with the trend of the times,promoting changes in teaching and learning styles to meet the current needs of the country to train talents,and the competition for the quality of talents is one of the main manifestations of international competition.Therefore,it is necessary to change the mode of teaching history and improve the overall quality of students,both to adapt to the new curriculum reform and to meet the needs of the new era for talents.History inquiry-based learning places more emphasis on students' exploratory process,which is important for cultivating students' historical thinking and self-development,and thus can provide a nurturing ground for students' metacognition.Therefore,history teachers can try to help students learn to use metacognitive strategies in inquiry-based learning,i.e.to learn to plan,monitor and regulate independently in the history learning process,so as to improve learning methods and ideas,enhance This will improve the efficiency of history teaching and learning and facilitate the achievement of history learning objectives.Based on previous research,this study investigates the use of metacognitive strategies in inquiry-based learning in high school history through literature research,questionnaires and case studies,and presents theoretical and practical arguments in the hope of constructing a history teaching classroom that promotes the growth of students' abilities.This article is divided into five parts.The first part is the introduction,which analyses the background of this study's topic selection,a review of relevant domestic and international research status,research ideas,research significance,methodology,the theoretical basis of the study and the definition of relevant concepts.The main innovations of this study are reflected in the innovation of research perspective-based on the theory of educational psychology,the study explores the strategy of applying metacognitive theory to the inquiry-based teaching practice of high school history;the innovation of research method-the main research methods adopted in this study are literature research method,survey analysis method and case study method,among which the case study method has been less used in previous metacognitive studies of history subject teaching,thus the case study method is an innovation in the research method in this field.The theoretical foundation of this study is based on metacognitive theory,constructivist theory and Bruner's discovery learning theory.The relevant concept definition section focuses on the operational definition of two concepts,namely,inquiry-based learning in history and metacognitive strategies.The second part is a survey study and problem analysis of the degree of integration of metacognitive strategies with inquiry-based teaching in high school history.A questionnaire survey of students in 14 high schools was used to analyse the current situation of inquiry-based learning in history and the use of metacognitive strategies.The basic conclusion is that inquiry-based learning in history is gaining popularity and some high school students know how to use some metacognitive strategies for self-guidance in history learning,but there is a randomness in their use and most students have not yet formed good habits of using metacognitive strategies,so teachers can try to strengthen students' metacognitive level through similar learning modes like inquiry-based learning in history.The third section is about the use of metacognitive strategies in the context of history.The third section presents the principles of using metacognitive strategies in exploratory teaching in high school history.Based on the concept of 'people-centred' teaching and the educational goal of establishing moral education,this study has sorted out and summarised the principles of subjectivity,differentiation and development.The fourth part of the study is about the application of metacognitive strategies to the design,practice and methods of exploratory learning in high school history.The strategies used are mainly in three areas: strategies for strengthening metacognitive knowledge,which help to achieve the goal of enhancing the effectiveness of historical inquiry;strategies for feeling metacognitive experiences,which help to achieve the goal of stimulating the initiative of learning history;and strategies for implementing metacognitive monitoring,which help to achieve the goal of mastering independent learning skills in history.The main practical methods used are goal-directed learning,self-questioning,mutual questioning,thinking out loud and induction,which can strengthen students' metacognitive skills and enhance their metacognition,and can also be transferred to other learning processes.The fifth section concludes with a summary of the findings and conclusions of this study,and suggests areas for improvement and future perspectives.