The Application Of Metacognitive Theory In The Process Of Solving High School Physics Problems

Based on the metacognitive theory,combined with the characteristics of physics and the thinking process of physical problem solving,this paper investigates the metacognitive ability of high school students in the process of solving physical problems,and analyzes the metacognitive factors that mainly affect the process of solving physical problems of high school students.The results of the questionnaire show that students generally lack the awareness of metacognitive regulation in the process of problem solving,especially the reflective awareness in the process of metacognitive regulation.The author investigated three classes with different academic performance levels,and there were great differences in metacognitive ability of students from different levels in the process of solving physical problems.Students with good academic performance and strong physical problem solving ability showed significantly better metacognitive ability than those with poor academic performance and poor physical problem solving ability.On the basis of questionnaire survey,combined with a large number of literature research,the author proposed strategies to improve students' ability to solve physical problems by using metacognitive theory:1.Infiltrate physical metacognitive knowledge in teaching2.Evaluate the process of problem solving and induce metacognitive experience3.Develop metacognitive monitoring habits by using classroom questions and question listsBased on the strategies proposed in this paper,the author conducted a four-month teaching practice research,testing whether the proposed strategies are effective.Two classes with the same level of metacognitive ability and academic performance were selected,and the control class and experimental class were set.The control class adopted the traditional class and learning mode,and the experimental class adopted the strategies proposed in this paper to carry out teaching activities.After two years of teaching practice,students in the experimental class have significantly improved their metacognitive abilityand physics academic performance compared with the control class.