Study On The Design Of High School Geography Extracurricular Work Based On Metacognitive Theory

Nowadays,“Teach students how to study”,a characteristic educational slogan,has become a hot topic on which educational psychology,learning theory as well as teaching theory all fix much attention.Under the background of new curriculum reform,new regulations on geography extra-curricular assignments have also come about.As a result,a more and deeper connotaton has been atttached to geograhy assignment.At the same time,teachers pay more attention to the quality of it.With the method of literature analysis,the paper gets hold of the research status on metacognition theory and the design of geography assignment both at home and abroad.Through questionnaires,a survey has been carried out on the understanding of geography assignment from Senior one students in the city of Dali.It is found that students' attitudes towards geography need improving on the whole;at the same time,they have a rather narrow understanding of the formation as well as the purpose of geography study and assignment.To some extent,students finish their assginment aimlessly.On the other hand,we also investigate geography teachers' congnition of their assignment.It is concluded that their understanding of new curriculum reform and assginment requires improving.Their knowledge of designing the assignment by metacognition is also limited.T hey don't have a clear and comprehnsive attitude towards the assignment.Why and how to design the assignment has not been solved yet.A number of problems about the quantity and the source of assignment still arise.Based on the fact,a correlation analysis between metacognition and assignment-desi gning has been conducted.Following the principles of being curriculum-guding,intere sting,diverse and typical,we develop a geography assignment mode with the basis of metacognition.The emprical research and case analysis on different kinds of assignment have been carried out,which consists of choice,gap-filling,comprehensive questions as well as practice and research.following that,we conduct the data analysis on the reaearch results.As the result shows,the design of geography assignment based on metacognition can not only effectively motivate stdents' interests in learning but also enable them to play the main part in study.As a consequence,students can learn to study while teachers can enhance their professional competence.