Metacognitive Training On High School Biology Self Effect

With reference to the related literatures of meta-cognition and meta-cognitive training, the author designs a specific meta-cognitive training project suitable for biology teaching, combining the general method of meta-cognition training with the characteristics of physical and mental development of senior high school students and the traits of their biology learning. It is pursuant to this project to training the meta-cognitive of students, and research to the effect of meta-cognitive training on biology self-study with different levels of meta-cognition of students’ self-study and meta-cognitive training. The purpose of the study is to explore new methods and ways to improve the effect of teaching for senior middle school biology teaching, and to provide reference with improving the effect of meta-cognitive training on biology self-study and learning effect. In this way, the paper discusses effective ways of making students better to adapt to future requirements for personnel. It also aims to provide new content of the meta-cognition theory in the study of biology and its application, and to rich meta-cognition theory of practice material.This paper researches the effects of metacognitive training on biology self-study, applying experimental methodology, measurement methodology, test methodology, data and statistics methodology and so on. This paper selected two parallel arts classes of Oujiang senior high school in the city of Wenzhou, Zhejiang Province as the object of research. It tested the students’ metacognition level and biology self-study scores prior to the experiment (as the first test); that is, a test aimed to find out the effect of students’ self-study after a period of self-study on biology resources and afterwards finished the corresponding test questions. Under the circumstances that there was no significant difference of the metacognition level and the biological self-study scores between the two classes, this paper randomly selected one as the experimental class and the other as the comparative class. Only the traditional teaching methods were adopted in the comparative class, the metacognitive training method were intergrated as part of the biology teaching in the experimental class.Through one semester’s metacognitive training, a second test was taken place to compare both classes’metacognitive levels and grades after a period of self-study. The analysis was based on the comparisons between metacognitive levels and self-study scores prior and after the experiment, which indicates that whether in the experimental class, or that in the comparative class, there was positive correlation between students’ metacognitive level and their biology self-study results. The students who have high metacognitive levels did better in self-study of biology resources than those with low levels. In addition, the students of experimental class did significantly better in their metacognitive training than students from the comparative class in the second test. This result proves that metacognitive training could effectively improve students’ metacognitive level and effectively improve the scores of students’self-study of biology resources. In conclusion, in the second test, the students from experimental class did significantly better in biological scores than the ones from the comparative class. Through interview to students, show that metacognition training can improve students’ ability of information collection and learning master and understanding ability about the materials.Therefore, it is feasible and effective to conduct metacognition traing in biology teaching in the experimental class. The metacognition training on students can enhance their ability of self-study on new contents.