The Investigation Of High School Students’ Self-monitoring In Physics Problem Solving

People are confronted with various problems in our daily life and learning which need to be timely discovered and solved. Thus, there are some corresponding changes of our basic education goal in China. It is noted that to make students learn how to study and to cultivate students’ ability of solving problems is the primary goal of the basic education curriculum reform as well as the new mission to the basic education in the information era. In physics learning, the improvement of students’ problem-solving ability is linked to the self-monitoring in the process of solving physics problems.By considering the current problems exposed in solving physics problems, a large number of relevant literature related to self-monitoring has been referred to. Under the guidance of meta cognition theory and constructivism theory, this paper adopts questionnaire survey and the interview method to do a survey on the self-monitoring of students in two high schools of Chengguan District of Lanzhou City. The object of the questionnaire investigation is some students in Chengguan District, Lanzhou city, and several of them conducted in-depth interviews. The data is processed by SPSS 21.0, which shows the current level of high school students’ self--monitoring in solving physics problems. Author thoroughly analyze the differences and the correlated influence factors of self-monitoring in solving physical problems among different school, grade, gender and students’ achievement. The research shows that: The level of high school students’ self-monitoring in solving physical problems is not high but in the middle level. In terms of students’ self-monitoring in physics problem solving, there are significant differences between high school students in the key middle school and those in the ordinary high school. There is no significant gender difference for high school students’ self-monitoring in physics problem solving. Besides, there is no significant difference for other indicators except the detailed task knowledge of self-monitoring and test index in physics problem solving. There is no significant grade difference for high school students’ self-monitoring in physics problem solving. What’s more, there are significant differences in the detailed task knowledge of self-monitoring, cognitive experience and monitoring index, whereas there is no significant difference for other indexes. There is significant positive correlation between high school students’ physical academic achievement and self-monitoring of the problem solving. Through the linear regression analysis, the author calculate the correlation coefficient between high school students’ self-monitoring in physics problem solving and the physical academic performance. Students’ self-monitoring in physics problem solving will be greatly influenced by the factors, such as their school teachers, school culture and the teaching environment. Furthermore, the level of high students’ self-monitoring in physics problem solving will also affect their physical academic achievement.Finally, this paper puts forward some physical teaching suggestions to enhance knowledge of high school students’ self-monitoring in physics problem solving, rich the experience of self–monitoring in physics problem solving, and strengthen training of actual self-monitoring in physics problem solving.