Research On The Influence Of Metacognition On Learning Strategies In Chemistry Learning

As "learning to learn" is written into the core literacy of Chinese students,the idea of enabling students to have learning ability has received more attention from everyone.The level of learning strategies and the application of learning strategies just reflect the students’ learning ability.Students who are able to use learning strategies freely can also be called "learners".At the same time,with the deepening of the research on learning strategies,we found that the effect of learning strategies is affected by many different factors,such as the nature of the subject and the learner’s metacognitive ability.Metacognition is the learner’s self-cognition and regulation of the learning process.It plays the role of planning,monitoring and adjustment in the learning process,and it can be said that it has a role that cannot be ignored.Chemistry is a course that combines factual knowledge,theoretical knowledge,technical knowledge and other knowledge in one subject.It has a huge knowledge network,and also has a lot of scattered knowledge in chemistry learning.In the learning process,students also need to understand and master the triple representation of knowledge.Therefore,it is important to study how metacognition affects learners’ learning strategies in the process of chemistry learning,and plays an important role in promoting students’ learning to use learning strategies and helping students to improve their learning ability.This study uses chemistry learning strategies as predictors to explore the effect of high school students’ metacognition level on chemistry learning strategies,and the mediating effect of concentration on this process.In this study,a questionnaire was distributed in the first and second grades of a high school in Shandong Province,and 200 high school students were taken as the research objects.,using correlation analysis,regression analysis,structural equations and other means to investigate the relationship between metacognition,concentration and chemistry learning strategies in the process of high school students’ chemistry learning.The specific research conclusions are as follows:(1)The metacognitive level and concentration level of high school students are generally at the upper-middle level,and the chemistry learning strategies of senior high school students are at the middle level.The performance of learners with different learning strategies is slightly different.(2)There was no significant difference in the metacognition level,concentration level and chemistry learning strategy of senior high school students in the process of chemistry learning between the first grade and the second grade.The level of metacognition and concentration in the second grade is slightly lower than the level of metacognition and concentration in the first grade.(3)There are significant differences between concentration,metacognition,and chemical learning strategies.According to the Pearson correlation coefficient,there is a moderate correlation between concentration and learning strategies,and a weak correlation between concentration and metacognition.There is a moderate correlation between cognition and learning strategies.The higher the level of metacognition,the higher the frequency of using chemistry learning strategies,and the better results can be obtained;the higher the level of concentration,the more effective the use of chemistry learning strategies.(4)The concentration level of high school students plays a partial mediating role in metacognition and chemistry learning strategies,and indirectly predicts chemistry learning strategies.In general,metacognition has a positive impact on learning strategies in the process of chemistry learning,and concentration indirectly affects the use of chemistry learning strategies by affecting learners’ metacognition level.