| Teaching is the activity to cultivate people,including teachers’ teaching and students’ learning.We should explore the effects of meta-cognition on middle school physics teaching from two aspects of teachers and students.At present,as can be seen from the domestic and abroad meta-cognitive research situation,meta-cognitive theory and how to apply meta-cognition in actual teaching all got corresponding development.It’s just a few decades from the proposal of meta-cognitive theory to its development,but it is profound for the effects on teaching.Many studies and experiments have verified that meta-cognition has a positive role in promoting the learning of students.There exists strong innovativeness on how to make use of meta-cognition to promote students’ development,and promote the teaching activities.No matter how the theory develops and how the teaching methods innovate,it should be based on students’ development and teaching activities.This requires us to emphasize on students’ meta-cognition and how to promote the level of meta-cognition of teachers’ teaching,at the same time,we should also pay attention to the influence of meta-cognitive theory to physical teaching.In this paper,two aspects are investigated,including meta-cognitive levels of students and teachers’ teaching,using with methods of depth interview and questionnaire surveys.The study found that students’ meta-cognitive levels reflected differences on gender and the existing structure of knowledge.Expert teachers and novice teachers have certain differences in the aspect of knowledge level of teaching meta-cognition,which are mainly embodied in the cognition of teaching ability,teaching task and teaching materials.In the experience level of teaching meta-cognition,there aren’t differences.However,there are many differences in the monitoring level of teaching meta-cognition,which are mainly reflected on plans before class and monitoring ability of teaching. |
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