The Research In Influence Of Matecognition Training On Improving Student's Achievements In Geography Teaching

It is proved by the domestic and foreign researches that meta-cognitive strategies serve as an effective method to improve the learners'self-learning ability. Meta-cognitive theories are more and more frequently applied to education at school, instructing the whole teaching process. However, meta-cognitive theories are mainly used in teaching English and mathematics, the researches into geography of senior high school relatively few. This paper aims to improve the students'meta-cognitive strategies, monitoring, self-regulation, and inquires into the impact of meta-cognition on students, based on meta-cognitive theories, questionnaires and case studies, taking the present situation of high school education into consideration, through providing meta-cognitive trainings to the students.It has been shown that interests, as a non-intellectual factor, have a more obvious influence over students in geography than in any other subjects. With a stronger motivation and more intensive interest in learning, students have a higher level of meta-cognition, and will be more likely to adhere to their own learning plans and try to finish the tasks. In fact, differentiation in sex leads to different learning styles. Female students tend to prefer knowledge concerning humanity and geography, and have a better mechanical memorizing ability for the names of places and products, but have fear in learning the physical geography. The differentiation of meta-cognitive strategies among excellent students, mid-level students and low-achievement students is obvious, with excellent students having a better cognitive awareness than low-achievement students. Having fully analyzed and summarized the meta-cognitive levels and the different characteristics of them, we developed a series of measures to foster meta-cognition, such as using collective consultation, writing postscript and some other methods of teaching, in order to improve teachers'own meta-cognitive levels; for students we may develop a learning contract, to stimulate their learning motivation, construct a knowledge networking, promote the integration of cognitive structures, and strengthen the previewing stage, and enable the students to master meta-cognitive strategies and to cultivate reflective learning meta-cognitive strategies by using a question list.Through the meta-cognitive training in experimental class for a period of six months, we found that meta-cognitive level of learners can be improved through training. The result shows that their interests in learning, the ability to make learning plans, the awareness to set goals, self-monitoring and control, reflection and evaluation ability after learning are improved. Besides, they feel more flexible to set appropriate goals and select appropriate learning strategies to enhance learning efficiency. On the other hand, analysis of the impact on academic performance reveals that experimental classes help to improve students'achievement to a certain extent, thus meta-cognitive training promotes the learning of students with learning difficulties; meta-cognitive training for different genders have an immeasurable impact on students.