Effects Of Metacognitive Training To High School Students’ Biological Problem-solving Ability

With the social development, Social’s requirements to individualcapacity have improved. Educational institutions are also deeply aware ofthis truth that only teaching students knowledge has not meet theexpectations of society, and the more important is improving the ability ofstudents in the teaching process. Among the variety of capacities,problem-solving ability is very important. The so-called problem-solvingability is a complex ability which solves problems successfully throughcognize, technical operations and other activities. In the present, theimprovement of students’ problem-solving ability has attracted theattention of educators at all levels, the researches on improving the abilityof problem-solving have been started in different subjects and grades.In this paper, in order to study the methods to improve the students’biological problem-solving ability in biology teaching, the concept of biological problem-solving ability was defined, and the relationshipbetween metacognition and biological problem-solving ability also hasbeen identified by theoretical research. The results showed thatmetacognition as the awareness of awareness is an important factor whichaffects the biological problem-solving ability, because theproblem-solving process is an actually cognitive process with theintegrated goals. So I started a research that trained studentsmeta-cognitive for improving students’ biological problem-solving ability.In this study, the object is the students of First High School of wenzhououhai, I trained students’ meta-cognitive in biology teaching using thescheme which refers to a variety of information, in order to improvingstudents ’metacognition level, so as to improving students’ biologicalproblem-solving ability.These research results are as follows:(1) Students with high levelsof metacognition also have high levels of biological problem-solvingability. They showed a highly significant correlation in metacognitivemonitoring, and a significant correlation in metacognitive knowledge.(2)Unspecified type of metacognitive training can significantly improvestudents’ metacognitive level, which enhance metacognitive experiencesis very significant, and metacognitive knowledge and metacognitivemonitoring also increased, but they had no significant difference.(3)Metacognitive training can significantly improve students’ biological problem-solving ability.