Study And Practice Of Strengthening Students' Metacognition Capability In The Chemistry Teaching Of Senior High School

One of the important purposes of the curriculum reform of current basic education in our country is to cultivate students' independence and self-help, making them learn how to study. Therefore, strengthening students' metacognition capability in the chemistry teaching in senior high school is of quite important practical significance. This dissertation is classified into six parts. The first part is a foreword, which reviews foreign research results of metacognition theory, describes the situation of already-starting research on the metacognition theory in our country, and puts forward the main contents, theoretical significance and practical value of this dissertation. The second part emphatically introduces the main contents of metacognition theory, including the concept, structure and metastudy of the metacognition, expounds the feasibility of cultivating high school students' capability of metacognition, and briefly presents the intelligence 3-D theory, PASS intelligence theory and thinking structure theory which are closely related to cultivating students' metacognition capability in teaching. These three theories are the theoretical basis of students' metacognition capability cultivation. The third part concisely makes an introduction to the chemistry study ability and explains the effect of metacognition on the making and development of chemistry study ability. The fourth and fifth parts are the practical ones of this dissertation. There are fewresearch and applications of the metacognition theory in the chemistry teaching in senior high school for the time being. Aiming at this situation, the fourth part raises seven teaching strategies in terms of cultivating students' metacognition capability, which are elaborated by way of combining teaching examples. The fifth part mainly discusses how to cultivate students' metacognition capability in the chemistry teaching in senior high school and gives out three kinds of major methods in the light of teaching practices. The author does comparative experiment research by using quasi-experiment method, which produces some effects, in order to explore the actual effects of cultivating students' metacognition capability in the chemistry teaching in senior high school. As the difficult point of this dissertation, the sixth part not only introduces the quasi-experiment design, but also concretely analyzes the experiment results. It advances some thinkings and suggestions in the end.