A Practical Research On The Cultivation Of Students' Metacognitive Ability In Senior Middle School Chemistry Teaching

Metacognition is often thought of as "the self-awareness and self-regulation of cognitive processes by individuals as they engage in cognitive activities".Metacognition,as a key research area in contemporary cognitive psychology,has a subtle influence on the academic performance and learning ability of high school students.Developing students' metacognitive skills in chemistry teaching meets the realistic requirements of today's educational reform,is an available factor for schools to achieve modern teaching development,and is beneficial to the self-development of high school students.This study defines and develops the concept of metacognition,the current situation of metacognitive ability of high school students and the factors affecting the metacognition of high school students in chemistry,and investigates how to enhance the metacognitive ability of students in classroom teaching.This study uses literature,questionnaire and experimental methods to carry out the investigation.This research paper consists of six parts: the first part is the introduction,which mainly describes the background and importance of the study,as well as the research task and research methods;the second part reviews the literature reviewed.The third part is a definition of metacognitive concepts,which describes what metacognitive theory is,the role it plays in learning,and defines the concepts of metacognitive ability and metacognitive intervention.The fourth part is a survey of high school students' metacognitive abilities using questionnaire and interview methods and data analysis.The reasons for conducting the survey are first explained,the target population and the survey methods used are described,and the reliability,validity and relevance of the questionnaire are illustrated through the survey results.And the data collected are summarised for a preliminary analysis of the factors hypothesised to be relevant in influencing students' metacognitive ability to learn chemistry;the fifth part is a study on how to develop metacognitive ability in chemistry teaching.Summarising the findings of the survey on the questionnaire,from the perspective of teachers' teaching,the study of relevant literature summarises the approaches related to the cultivation of metacognitive ability in chemistry teaching,and through the strategies for cultivating metacognitive ability in chemistry learning,representative topics are selected for attempted research,and the feasibility of the training strategies is verified by comparing pre and post tests;the sixth part is the conclusion and reflection of the study,which firstly summarises the whole text,followed by the introduction of the research The sixth part concludes the study with reflections,firstly summarising the whole text,secondly introducing the shortcomings of the study,and finally giving an outlook on how to develop metacognition in future teaching.