The Application Of Meta Cognitive Strategy Training In The Cultivation Of Senior High School Geography Autonomous Learning Ability

With the deepening reform of high school geography curriculum, students learn to use effective methods relating to the adequacy of the success of their studies. Independent learning is the new curriculum reform advocated learning, with self-learning ability of people facilitates rapid access to knowledge and can be easily integrated into the knowledge society to the big bang. The study found that high school students currently studying geography lesson general lack of self-learning methods to use. Therefore, the use of relevant methods to cultivate self-learning ability of high school geography is very important.Carded scholars related research findings on self-learning ability, develop and improve self-learning ability can proceed in terms of the concept of student learning, learning plans, consciousness, etc., where the use of metacognitive strategies to develop students’ self theory learning ability has become a hot spot. From autonomous learning theory can be learned, planning, regulation, monitoring is an important part of the process of self-study, and metacognitive strategies in planning strategy, policy adjustment and monitoring strategies coincide. This study was designed metacognitive strategy training to improve self-learning ability of high school students geography and metacognitive strategy use level.In this paper, literature research, questionnaire and three methods of training experiment a study. Through literature method, Past and Present research background and metacognitive strategies and independent learning were carding and summary, on the basis of meta-cognitive strategies and self-learning theory in-depth analysis, respectively, and the relationship between the two conducted in-depth analysis. Through questionnaires, analysis of the current problems in high school geography Independent Learning Metacognitive Strategies exist on the basis of self-learning high school geography Metacognition content, program design and implementation are summarized, and its implementation process It can be summarized as follows:interest culture stages-meta-cognitive strategies taught stage-metacognitive strategy training phase-strengthening phase-application stage. Through training experiment, we compared and analyzed before and after the training experiment questionnaire, differences in academic performance, summarizes the effects and problems of training experimental high school geography puts forward the application of autonomous learning metacognitive strategy training recommendations.In teaches first middle school in Xingtai City, South County high one or two liberal arts classes for the study were divided into experimental classes and control classes. In the experimental class metacognitive strategy training stage stage teaching, the students metacognition and metacognitive strategies penetration. Intensive training in two main ways for training through classroom teaching and training dispersion lectures. In the control class using a conventional classroom teaching, not teach metacognitive strategy knowledge. After a semester of experimental research, experimental class achieved obvious results, in particular in metacognitive knowledge and awareness of learning motivation, goal setting and planning, the choice of learning strategies, evaluation and self-reflection, self-regulating and self-monitoring aspects of the six dimensions improved capacity than before training. At the same time, geography academic performance is also higher than the control classes. Four proposals based on metacognitive strategies training process problems:First, focus on individual differences, be individualized. Second, students learn geography learning characteristics as well as independent learning situation. Third, to strengthen poor students metacognitive strategies training. Fourth, to extend the study time and increase promotional value. Hope that this research can enrich teaching methods and skills, students change the way students improve self-learning geography horizontal reference.