A Survey Of Senior High School Students' Metacognition Level In Chemistry Based On "Literacy-oriented" And Countermeasures

The level of chemical metacognition is the key factor that affects high school students'chemistry learning achievement,chemistry learning ability and even learning to learn.Under the background of the times in which the main educational purpose is to cultivate students' "core accomplishment",starting from the perspective of educational psychology,and combining with the characteristics of chemistry subject,paying attention to students'metacognition in chemistry learning is not only the key reason for understanding students'good or bad chemistry learning,but also an important way to promote students' effective learning and teachers' efficient teaching.It is of great theoretical and practical significance to reveal the current situation of the development of high school students' chemical metacognition level under the background of "accomplishment-oriented" era,analyze its influencing factors,and find relevant teaching countermeasures to promote the development of high school students' chemical metacognition level.Based on this,this study constructs a conceptual framework of the operability of chemical metacognition,and compiles a questionnaire on the level of high school students'chemical metacognition by integrating the methodology level of the core literacy of chemistry discipline.It investigates the level of high school students' chemical metacognition,attempts to analyze and diagnose the differences in the level of high school students' chemical metacognition by combining educational psychology knowledge,and puts forward teaching countermeasures to improve the level of high school students'chemical metacognition.The research is divided into six parts:The first part is the introduction,which introduces the background and origin of the research,and sorts out and summarizes the relevant research at home and abroad,thus determining the research problems and further clarifying the research significance,content,methods and ideas.The second part is the definition and theoretical basis of related concepts.It mainly defines the concepts of cognition and metacognition,chemical metacognition level and metacognition teaching strategy,and combs the cognitive development theory and metacognition theory.In the third part,under the understanding of the influencing factors of chemical metacognition level,the author has carried out the compilation,test,data collection and relevant interviews of the "literacy-based" survey tool for high school students' chemical metacognition level.The fourth part is a correlation analysis of the present situation of high school students' chemical metacognition level.The results show that the overall level of high school students' chemical metacognition is in the medium level.There are significant differences in the three main dimensions of chemical metacognition among high school students of different genders,different learning abilities,different regions and different intention to choose subjects in chemistry.However,high school students of different grades basically show that the students of grade 3 are higher than the students of grade 2 and higher than the students of grade 1 in all dimensions of chemical metacognition,but there is no significant difference.Based on the interview results,this paper probes into the causes of the differences in high school students' chemical metacognition level from the perspective of educational psychology.The fifth part is aimed at the current research situation,based on the basic classroom concept of "students as the main body,teachers as the leading" and taking "integration of teaching,learning and evaluation" as the ultimate goal,it puts forward the teaching countermeasures to improve the chemical metacognition level of senior high school students from three angles of chemical metacognition knowledge,chemical metacognition experience and chemical metacognition monitoring.The sixth part is the conclusion and prospect of this study,combing the data and enlightenment obtained from this study,reflecting on the possible innovation points,existing problems and further prospects of this study.Based on the analysis of the differences in the dimensions of high school students'chemical metacognition under the background of "quality-oriented",this paper puts forward some targeted teaching countermeasures to improve the level of high school students' chemical metacognition:At the level of metacognitive knowledge in chemistry:(1)strengthening students'self-awareness and improving their sense of self-efficacy;(2)Establishing chemical knowledge network and optimizing core knowledge structure;(3)Using "thinking aloud"to promote the explicit thinking of solving problems.At the level of chemical metacognition experience:(1)to create a harmonious classroom atmosphere and enrich students' emotional experience;(2)Creating classroom problem situations to stimulate students' interest in learning;(3)Design hierarchical and graded training to develop core chemistry literacy.At the level of metacognition monitoring in chemistry:(1)urge students to establish"chemistry learning schedule" to improve the level of planning and preparation;(2)to guide students to implement the "chemistry self-question sheet" and improve their methods and execution ability;(3)check the students to sort out the "analysis set of chemistry mistakes" and strengthen feedback and monitoring measures;(4)Encourage students to carry out "reflective chemistry diary" and cultivate the habit of examination and reflection.