The Relevant Research Of High School Students Between Metacognition And Chemistry Inquiry Ability

With the promotion of the course reform of national basic education in recent years, people has pay more and more attention to the inquiry study. In era of knowledge-driven economy the cultivation of students' inquiry study ability has become the primary task of science education.This thesis is attempted to take senior middle school students as the research object, and carry on the research through such methods as the tablet, interview , questionnaire investigation,etc. We have discussed the correlation between metacognition and the chemistry inquiry ability and then offer theoretical and realistic basis for heightenning the level which high school student probe into ability in metacognition and the chemistry inquiry ability.This text proceeds from the metacognition and theory of inquiry, systematically expounds he basic structure of the metacognition and chemistry inquiry ability. According to questionnaire investigation and oral interview.we can conclude that the high school student metacognition each part are correlated with all the part of chemistry inquiry ability. Following as the concrete conclusion:(1)The high school student's level of the chemistry inquiry ability is relatively low. And the ability of formulating schemes for inquiring seem to lag behind the ability of putting forward questions and subjects,ability of guessing and supposing, ability of collecting dates and evidence,ability of analyzing and formatting conclusion, ability of evaluating and introspecting and ability of cooperating and exchanging are the integral elements of scientific inquiring ability,however,the ability of collecting dates and evidence and the ability of evaluating and introspecting is higher than others.(2) The high school students' metacognition level is presents normal distribution overallly, but the total level is not high,which needs further cultivation and enhancement.(3) High school students' metacognition each component and chemistry inquiry ability all key element exist relevantly, there are differences between high metacognition students and low metacognition students in grasping each elements ofchemistry inquiry ability. Among them the ability of guessing and supposing, ability of collecting dates and evidence, ability of analyzing and formatting conclusion, ability of evaluating and introspecting and ability of cooperating and exchanging have significant differences, but the ability of putting forward questions and subjects, ability of formulating schemes for inquiring don't have the significant differences.