High School Biology Teaching To Foster Students' Metacognitive Ability To Research And Practice

It is one of the fundamental aims during internal education reform at present to foster students' independency and self-determination and make them learn how to learn. Therefore, it has great important practical meaning to train the metacognitive ability of students during the biology teaching in senior high school. Five parts are involved in this article. In the first part, the article reviews the investigation situation of metacognition theory both at home and abroad. In addition, this part introduces the investigation production of metacognition theory abroad, the ordinary research ways and the main methods of measure. The thesis also describes the domestic underway study position of metacognition theory. The second part, the paper recommendsthe basic content of metacognition theory-the concept and structure ofmetacognition. The paper also introduces achievement motivation theory, attribution theory, the theory of multiple intelligences which are concerned nearly with training students' metacognitive ability during teaching. These theories are of academic support to train students' metacognitive ability. The third and fourth parts of this acticle are about practice. It is scarce presently that the elementary principle about training students' metacognitive ability during teaching of middle school. In the third part, the paper brings forward four principles about main body, assimilation, feedback, effect and expatiated how to materialize these principles concerning teaching practice. The fourth part of this paper discusses primarily how to train the metacognitive ability of students during the biology teaching in senior high schools. This part introduces eight factual measures based on teaching practice. In order to explore the training actual effect of students' metacogtive ability during biology teaching in middle schools.A quasi-experimental method is handled to conduct a comparative research and has got some achievements. The fifth part is the nodus of this thesis. It has not only introduced project of Quasi-experiment, but also analysed experimental result at length. At last, the paper brought forward some think and suggestion.