A Practical Study On Cultivating The Physical Metacognitive Ability Of High School Students

Practice research suggests that students’ metacognitive ability is closely related to students’ academic performance,to cultivate students’ metacognition ability has become a new direction of modern teaching.To develop the students’ ability of physics study,improve students’ physical learning situation,teach students learn to study,we based on the metacognitive theory as the instruction to explore the elements and thought processes of Physical metacognition,and then,we select the class of the No.11 senior middle school of Chongqing municipality to train their physical metacognition,in order to guide students to truly understand their physics learning ability and the problems,to cultivate the habit of students to analyze and solve problems and ability,and learning to learn.In this paper,the practical research on physical metacognition of senior students is mainly divided into five steps: learning and studying metacognitive knowledge and understanding the exact meaning of "physical metacognition";According to the specific content of physical metacognitive measuring high student questionnaire,analyzes the relevant data of questionnaire and provides basis for practical research.According to the high student physical metacognitive ability of the questionnaire data analysis results,combining the actual teaching of high student life,to generate teaching strategies and measures to cultivate students’ physical metacognition ability;Then,advance the predetermined training method in the experimental class and record the relevant training information.Finally,according to the students’ physical learning achievement and metacognitive ability training in the experimental class,analyzes the practical effect and deficiency of physical metacognition cultivation in high school students.The first step(chapter 1 and 2): Studying the research contents of metacognitive theory by scholars at home and abroad,understanding the relevant content of metacognitive theory,and defining the concept and thought process of metacognition;The physical metacognition is defined by metacognitive theory;According to the static knowledge system of metacognitive theory,physical metacognition is constructed to build the physical metacognitive static architecture;Based on the analysis of students’ physical learning activities,the psychological activity structure of metacognitive activities was constructed.Step 2(chapter 3): we develop the physical metacognitive ability survey questionnaire,and carry out the research of "yuan" before teaching practice.According to the students’ learning situation and the static structure and dynamic behavior of the physical metacognition,including students’ learning and emotional experience to preparation of the corresponding questionnaire,and investigating the relevant class’ s and grade’s student,understand the current physical learning situation,metacognitive ability and the students will need help.Step 3(chapter 4): According to the survey of relevant class students physical metacognitive ability,combining with the actual physical learning life and content,analysis of cultivation of high student physical metacognitive ability direction,and formulate relevant teaching strategies and teaching measures.Step 4(chapter 5): According to formulate relevant teaching strategies and implement methods and implementation in the experimental class students cultivate high student physical Metacognitive ability of related teaching strategies and measures to develop the related physical metacognitive ability of students.Step 5(chapter 6): Observe the students’ physical learning,investigate students’ physical metacognition ability,and summarize the research conclusions.After a period of training,timely observation and recording of students’ physical learning life,the students’ physical learning performance will be analyzed accordingly.And design the relevant feedback form "investigations into" physical metacognitive ability training student’s overall physical metacognitive ability and the learning situation,make a summary and reflection,the results of practice study provide the basis for study of follow-up.