The Research On Physics Teaching Of Metacongnition

In the year 2004, Ministry of Education of China deploys innovation in high school curricula, which begins only in four provinces for the first time, to meet the needs of the full development of the students with individuality by offering curricula with basic-focused, diversification and multi-levels. The core of the innovation is to cultivate the creative and practical abilities of the students by reconstructing the high school curricula and improving ways of teaching and learning, which pays more attention to the developement of the students' individuality.To fully develope the students' abilities, classroom teaching must reach the dimension aim that is knowledge, skills and sentiment. Old ways of classroom teaching are more likely to concentrate on knowledge, leaving skills and sentiment out of teaching. The essay is to try to find new ways to unify these three in classroom teaching by using metacongnition and analyzing the teaching procedures.By researches, practice and questionnaire, the essay makes a systemic study of the teaching ways and means of Physics in high school through reflection and explores. The essay has five chapters.Chapter one, summerize of the metacongnition in Physics, consisting of the study background, raising the question,the study object,, the study methods, the significance of the study as well as the present situations of home and abroad.Chapter two, the theoretical basic of the metacongnition in Physics, stating that the theory of Autobus instructive study and the theory of architectural study, Piaget basic constructional learning theory and Vygotsky Social Construction are the psychological base of the metacongnition in Physics teaching, while Lifelong Education Theory and the Theoretical Research of the Subjectivity Education are the pedagogy basic of the metacongnition in Physics teaching.Chapter three, the teaching procedures by using the metacongnition in Physics, firstly analyzing the metacongnition in Physics teaching as a knowledge carrier. It also states the relation and function of cognition and metacongnition in teaching activities.Thirdly, it mentions the three targets of developing the students' ability during teaching in order to shape the connection among knowledge, skill and strategies. Lastly, it expounds the relevant teaching strategies. Combining the more than two years' teaching practice and exploration, the author not only summarizes the conduction of Physics teaching the four lesson types of physics concepts, rules, experiments and revision by using metacongnition, but also introduces the fucntion of each step and the relevant teaching strategies.Chapter four, learning in the metacongnition in Physics.This illustrates the students' ability to study on their own, to think, to imagine, to analyze and to solve and to start work by themselves, the self assesement, forming a team to work and its rules and the production of concept maps.Chapter five, practice in the metacongnition in Physics.Presentation of lessons plans of Physics concepts, rules, experiments, revisions classs. The questionnaire is used to predict the teaching effect on the students.