Research On Metal-cognition Ability Training On Chemistry Experiment Problem-solving For Senior High Students

The thesis starts research with the theory of metacognition, discusses the relation between metacognition and chemical experiment problem-solving systematically, and we want to make the students study the chemical experiment knowledge, in the meantime, understand and train the knowledge of metacognition, and improve the skill of metacognition in chemical knowledge system through the chemistry test the study of the knowledge and experiment operation for bearer, And create the metal-cognition ability training mode with "self-questioning strategy" based on the chemical experiment teaching.During the experiments, we found that senior high school students metacognition is concerned with their study capacity tightly, and we also found the obvious discrepancy in metacognitionfor students of different levels,but this dicrepancy is not obvious between male and female students. The development of students metacognition can promote their study ability, With the metal-cognition ability training different level students and male and female students cognitive and metacognition level can be improved efficiently, but results showed significant difference.It is really a good way and worktop for improving students metacognition and developing students chemistry study ability by the metal-cognition ability training mode of "self-questioning strategy".Through the teaching practice in a term, we found that the stude nts' interset in chemistry has increased much more as well as their motionto study chemistry. and that their method of study chemistry has improved. Especially, their abilities of choosing strategy, plan, experience and management have been developed in the course of their chemical experimental operation and chemical experiment problem-solving. Meanwhile, their chemistry study capacity, such as designing chemistry experiments, using chemistylanguage, observation and calculation have improved evidently.To conclude, the establishment of "self-questioning strategy" for themetal-cognition ability training mode etacognition enrichesa the practical contents of metacognition in the theoryand provides a practical model on how to train the students metacognition skills and improve the students study ability in the teaching procedures.