The Practical Research Of Transforming Senior School Students With Chemical Learning Difficulties From The Meta-cognitive Monitoring Perspective

The concept of meta-cognition originally from American psychologist Flavell papers published in the 1970s. Meta-cognitive monitoring as the core of meta-cognition refers to that the cognitive subject, in the process of cognitive activities, put their ongoing cognitive activities as the object of consciousness, and constantly consciously monitor, adjust process. Learning is a kind of typical cognitive activity. Meta-cognitive monitoring in the process, play a very important role on having a high level of the learners’ ability to learn, and obtaining satisfactory academic performance. Nowadays the society is a learning society. To make the students learn how to learn, is one of the important goals of education. For many the students with learning difficulties, low level meta-cognitive monitoring in the learning process is the main causes of their learning difficulties. Especially, for the students with chemical learning difficulties who have the normal range of intelligence under the condition of high school chemistry learning, the lack of meta-cognitive monitoring led to low chemistry learning performance and meeting the new curriculum standard basic requirements hardly. So for meta-cognitive monitoring ability of the students with chemical learning difficulties updating, become the attention of many researchers and frontline teachers. Because of the lack of meta-cognitive monitoring led to low chemistry learning performance, the investigation of meta-cognitive monitoring defect and practical research of ascension of meta-cognitive monitoring ability is particularly important.Through literature found that using positivism methods to apply meta-cognitive monitoring theory, teaching practical research of the students with learning difficulties in the chemical education field, is not much. This study use positivism methods to transform the students with chemical learning difficulties in practice from a meta-cognitive monitoring perspective in high school.In this article can be divided into four parts altogether. The first part is theoretical research. In this study, combing the related theory, through theoretical study, suggest that the architecture of the meta-cognitive monitoring in the process of chemical learning can be divided into monitoring before the process, process monitoring and monitoring after the process, which also is divided into a total of eight components.The second part is present situation investigation. This study compile and use high school chemistry meta-cognition monitoring questionnaire, to investigate the present situation of the students with chemical learning difficulties’meta-cognition monitoring level and the defects of their meta-cognitive monitoring. The most prominent is that the level of the meta-cognition method monitoring, the meta-cognition planning monitoring, the meta-cognition awareness monitoring, the meta-cognition feedback monitoring, the meta-cognition summary monitoring is very low.The third part is taking the countermeasures. Aiming at meta-cognitive monitoring defects, based on the meta-cognitive theory, puts forward the chemical transformation strategies, based on meta-cognitive monitoring, of the students with chemical learning difficulties. It include that enhance the method monitoring through penetrating strategy knowledge, enhance the planning monitoring through setting up study plans, enhance the awareness monitoring through exercising self-questions, enhance the feedback monitoring through guiding aloud thinking, enhance the summary monitoring through developing the reflection after test.The fourth part is verifying the theory with practice. In the practical research part, after 4 months of meta-cognitive monitoring training, this study with analyzing the meta-cognition monitoring level measurement and the final exam chemical performance, test effect of transformation strategy. With analyzing the students’ work in process, explain and understand the growth of the poor student meta-cognitive monitoring, in the process of meta-cognitive monitoring training.The following is the conclusion. Through the data analysis of the scores of before and after the test and the performance of the chemical final exam of the experimental group, the experimental group and control group found meta-cognitive monitoring level of the students with chemical learning difficulties have significant differences. It suggest that the students with chemical learning difficulties through meta-cognitive monitoring training, meta-cognitive monitoring level and the exam chemical performance will be improved. Meanwhile, in the questionnaire of the test, meta-cognitive monitoring under each dimension score analysis shows that meta-cognitive monitoring dimensions targeted used transformation strategy have significant improvement. The analysis of the training of the students work, also explains the improvement of these dimensions. But individual dimensions without specific training is not significantly improved. All of that shows, in view of the meta-cognitive monitoring defects put forward transformation strategy can update specific aspects of meta-cognitive monitoring.In this study, to explore and validate transforming strategy from meta-cognitive monitoring perspective in high school chemistry teaching, has important theoretical significance and practical significance.