An Empirical Study On The Influence Of Metacognitive Strategies On High School Students' Ability To Solve Organic Chemistry Problems

With the reform of national education,inquiry learning has become a basic requirement for students,but it requires students to have a relatively complete knowledge system,self-ability cognition and self-regulation ability,which is exactly the weakness of students,especially in the study of organic chemistry.Middle school students due to first come into contact with the module organic chemistry,temporarily haven't form a perfect discipline thinking,also do not have the appropriate learning strategies,so it is difficult to learn organic chemistry,so the research of how to effectively raise students' ability to learn organic chemistry has the very vital significance,and metacognitive strategy provides a new research direction for education.What is metacognitive strategy?How much can metacognitive strategies help students improve their learning ability in organic chemistry?What are the ways to improve students' metacognitive strategies?After metacognitive strategy training,are students' scores in organic chemistry and ability to solve organic chemistry problems improved?Four questions to study.This study mainly includes the following contents:The first part is the introduction,mainly tells the reason of the author's topic selection and research methods.Because the author found that students in the process of teaching in organic chemistry learning there are difficulties,students generally too cluttered and complicated reaction of organic chemistry knowledge,this shows that the students' knowledge not form a system,but also shows the current situation of students'meta-cognitive strategy level is low,the author hope that through this study find out metacognitive strategy level and associated organic chemistry problem solving ability,at the same time find out the effective and reasonable teaching strategy.The second part summarizes the relevant theoretical knowledge of metacognitive strategies through reading literature materials,providing sufficient theoretical basis and basis for the following research.The third part combines these theoretical knowledge with high school students'learning of organic chemistry,formulates the questionnaire,and analyzes the reliability and validity of the questionnaire.Based on the data collected from the questionnaire,the relationship between metacognitive strategy level and high school students' ability to solve chemical problems was analyzed.The fourth part,according to the second part of the theoretical basis and the third part analysis about the present situation of high school students metacognitive strategy level of the conclusion of corresponding metacognitive strategy training program,at the same time,according to the results of the survey and analysis of the third part,select the class composition of score,organic chemistry,the study situation,metacognitive strategy level test results are similar to those of high class(6)and high(8)classes as the experimental class and that in comparative classes respectively comparative experiments of metacognitive strategy training,data collection and analysis of experimental results.The fifth part is the conclusion and discussion,which summarizes and sorts out the previous analysis,and introduces the research conclusion,innovation and deficiency.The research conclusions are as follows:1.Based on the analysis of the survey results on metacognitive strategy level of top students and ordinary students,it is determined that students' metacognitive strategy level is closely related to their ability to solve organic chemistry problems.2.Through the analysis of the situation before and after metacognitive strategy training in the experimental class,it is determined that metacognitive strategy training is feasible and effective for improving metacognitive strategy level.3,through the comparative analysis of the differences before and after the experimental classes and that in comparative classes to determine teachers in training students' metacognitive strategy plays a very important role,so teachers should change teaching ideology,don't test scores as the only goal,should focus on students' real-time status,in many ways to help students improve the level of metacognitive strategy to improve the ability to learn.