The Difference Between High School Students With Learning Difficulties And The Gifted On Chemistry Metacognitive Strategies

Currently, in high school chemistry education, research on metacognition is mostly about students' general policy behavior in the learning process, which involves aspects of metacognitive theory, development of metacognitive strategies generally. While the specific subjects, especially in high school chemistry curriculum and teachings are not studied as much as the general policy, and the research about how to use the metacognitive strategy is not specific enough. In addition, although studies have already indicated that students with learning difficulties and gifted have great differences in the use of metacognitive strategies, but these studies are often not able to make the learning content and learning environment more specific, and, lack of discussion of cognitive strategies to improve learning difficulties countermeasures after discovering the above-mentioned problems.By investigating the metacognitive strategies difference between students with learning difficulties and gifted, this paper try to give transformation strategies to help students with learning difficulties and provide a reference for chemistry curriculum and teaching. The main contents and conclusions of the paper include the three aspects.(1) Elaboration of theoretical basis and concept. First, the formation and content of the metacognitive theory are discussed, and the metacognitive structure, characteristics and their roles in the learning process are explored. Then, the discussion of how metacognitive strategies affect the study of chemistry are carried out from perspective of objections and features of chemical study, then the examples of solving chemical problems and chemical experiments are taken to show the chemical metacognitive strategies' importance in specific chemical learning activities. Finally, the definition of students with chemistry learning difficulties is given referencing to relevant information.(2) Investigation on metacognitive strategies of high school students with chemistry learning difficulties and gifted. Combined with the actual development of the study of chemistry metacognitive strategy questionnaire circumstances, based on the questionnaire for different levels of students metacognitive level measurement and analysis, the study shows that students' Chemistry achievement and Chemical metacognitive levels were positively correlated, and there is a big difference in terms of chemical metacognitive strategies cognition, accession and use between students with learning difficulties and gifted.(3) Countermeasures to improve metacognitive strategies of students with learning difficulties. Based on metacognitive theory and cognition strategy survey results, countermeasures to improve metacognitive strategies of students with learning difficulties are put forward from several aspects of the purpose and objectives of the metacognitive training, metacognitive knowledge acquisition and metacognitive monitoring, and students' conversions are tracking analyzed. Results show that the countermeasures to improve metacognitive strategies have a good effect, which can provide a reference for the chemistry curriculum and teaching.In high school chemistry teaching, metacognitive strategies should be taken as a teaching content. It aims at guiding students' learning and using metacognitive strategies, which will help students to multiple perspectives reflections in the learning process, and choose their own learning goals and learning methods. And this is the significance of metacognitive strategies teaching.