The Empirical Verification Research On High School Students’ Metacognitive Ability In Physics And Their Participation And Academic Achievement

Physics has always been a difficult subject for students to learn,so when the Zhejiang College Entrance Examination began a new round of reform in 2014,many students were reluctant to take physics,making physics the least chosen subject among the seven subjects.But physics is the most basic discipline in natural sciences,physics education is very important to promote social development,in order to alleviate the phenomenon of cold physics selection,in 2019,the third batch of 8 provinces that launched the comprehensive reform pilot of the college entrance examination in the country adopted the "3+1+2" model,"1" is the preferred subject,candidates must choose a subject in physics and history subjects,the new reform plan does alleviate the problem of cold physics selection,but for students,this seems to be a choice that has to be made under various considerations.Therefore,how to participate in the learning of students who choose physics at this stage has triggered the author’s thinking,and how to improve the participation of physics students is a further problem that needs to be considered.The main research content of this paper is the analysis of the current situation of student participation in physics learning,and the relationship between metacognition,student participation and academic achievement,in order to propose practical solutions that can help improve students’ participation and physical learning ability based on metacognitive theory.Therefore,this study uses the questionnaire survey method to investigate the current status of high school students’ physics metacognition and student participation,and explores the relationship between physical metacognition,student participation and physics industry achievement.Then,the literature research method is applied to put forward a teaching practice plan based on the results of inquiry,carry out preliminary teaching practice,and explore effective practice schemes.Finally,through further literature research,a later practical plan is proposed to achieve the purpose of improving the level of students’ physics industry.The results of this paper include: there are significant differences in metacognitive knowledge,behavioral participation and cognitive participation,and the scores of boys are greater than those of girls.There were significant differences in the scores of high and low group students in metacognition and student participation,and the scores of high group students were higher than those of low group students.Both metacognition and student participation have positive predictive effects on physics industry achievements,but student participation has a stronger predictive effect on physics industry achievements.Physical learning metacognition predicts student participation more than academic achievement,among which physical learning metacognition has the strongest predictive power on behavioral participation,followed by cognitive participation,and finally emotional participation,and student participation plays a significant mediating role in the relationship between physical metacognition and academic achievement.The results of the practical research show that the teaching practice scheme based on metacognitive theory can improve student participation,effectively improve students’ physics level.Finally,combined with the survey results and practical research,this paper puts forward corresponding suggestions,such as changing teachers’ concepts and giving practical operation plans for specific metacognitive strategies,in order to provide effective suggestions for front-line teaching.