Research On Strategies For Cultivating High School Students' Self-monitoring Ability In Solving Physical Experiment Problem

With the introduction of core literacy in physics,the lack of independent learning ability and problem solving ability of high school students have become outstanding problems that need to be solved.High school physics experiments are practical,innovative and inquisitive,and are an important way for high school students to develop their problem solving skills.At the same time,a series of physics experiments can also promote the improvement of high school students’ selfmonitoring ability in the process of problem solving,thus promoting the continuous development of their independent learning ability.Based on this,the core question of this study is: How to develop the self-monitoring ability of high school students in physics experimental problem solving?To solve the research problem,the literature analysis method was used to clarify the meaning of self-monitoring in physics experimental problem solving,i.e.,self-experience,self-observation,self-control,and self-regulation in the problem solving process.Through the theoretical analysis of self-monitoring and physics experimental problem solving,the "six-factor structure" of selfmonitoring was proposed,i.e.,the six elements of planning,self-awareness,monitoring,implementation,regulation and reflection constitute the basic structure of self-monitoring in the physics experimental problem solving context.On the basis of clarifying the structural elements of self-monitoring in physics experiments,the correspondence between students’ self-monitoring behaviors and self-monitoring elements is analyzed.Using the case study method,we focus on the"introspection method" as the key research model,and analyze the implementation process of representative physics experiments,so that we can distill two forms of self-monitoring behaviors,i.e.,external action behaviors and implicit mental activities,and thus build a bridge between the examination and analysis of self-monitoring.The Cronbach’s alpha coefficient of the scale was0.978 and the KMO value was 0.907,and the reliability was good.Ninety-eight high school students in Tianjin,Hebei Province and Chifeng,Inner Mongolia were selected for the study,and the following four important conclusions were obtained:(1)the "six-factor structure" of students’ self-monitoring is scientific and reasonable for evaluation;(2)the overall level of high school students’ self-monitoring ability is not high,among which the regulation factor is the weakest,and each factor has a large number of problems.(2)The overall level of self-monitoring ability of high school students is low,and the regulation element is the weakest,and there is more room for improvement in each element;(3)In terms of statistical significance,there is no significant difference between male and female students in the overall level of self-monitoring and in the level of each element of self-monitoring."(4)There is a correlation between self-monitoring ability and students’ academic performance,as students with higher levels of self-monitoring also tend to have more outstanding academic performance,but for students in the bottom 75% of academic performance,there is no significant difference.there was no significant difference in selfmonitoring ability between students whose academic performance was in the bottom 75%.For students of all academic achievement levels,however,there were no significant differences at the implementation element level,indicating that high school students generally have low levels of self-monitoring implementation.According to the analysis and research results of the elements of self-monitoring ability in physics experimental problem solving of high school students,the effective path to develop selfmonitoring ability of high school students by means of physics experimental problem solving and its implementation strategies are refined as follows.(1)Enrich self-monitoring knowledge and expand problem solving methods.It includes two sub-strategies: to enhance the awareness and purpose of self-monitoring by enriching selfmonitoring knowledge;and to promote the use and improvement of self-monitoring by exploring problem solving methods.(2)Train self-monitoring thinking and enhance self-questioning awareness.It is refined into two sub-strategies: to train self-monitoring problem thinking through inspiring questions;to use various forms of "self-questioning" training to awaken the positive regulatory role of selfmonitoring.(3)Optimize the experimental investigation context to promote self-monitoring migration.It is refined into two sub-strategies: optimizing the experimental investigation context,paying attention to students’ observation and analysis of experimental phenomena;attaching importance to the summary reflection of experimental problems,and promoting self-monitoring migration by problem variation.The aim is to provide reference and reference for teachers to enhance students’ self-monitoring ability in the process of physics experiments in teaching practice.