A Study On The Effect Of Meta-cognition Intervention Technique On Learning Distraction Of Junior High School Students

The subjects were junior high school students who had learning motivation but were seriously distracted.Meta-cognition Intervention Technique was used to adjust and intervene their learning state,and a small sample multi baseline experimental design was used to verify the effectiveness of Meta-cognition Intervention Technique to solve the problem of learning distraction of junior high school students.From the perspective of Meta-cognition Intervention Technique,this paper analyzes the psychological mechanism of learning distraction of junior high school students,discusses the intervention process and effect of learning distraction scientifically,aiming to provide simple and effective intervention methods for teachers,parents and students.Using the middle school students' learning behavior disorder questionnaire and learning anxiety scale to select the subjects,and finally determine 8 subjects who meet the enrollment criteria as the research objects.In order to verify the effectiveness of Meta-cognition Intervention Technique in solving the problem of learning distraction of junior high school students,we used a small sample multi baseline experimental design to observe the self satisfaction of 8 subjects before and after the intervention on their respective target behaviors,and combined with the score changes before and after the intervention of two scales.Compared with the scores before and after the intervention,the scale scores of 8 subjects after the intervention decreased significantly,and fell back to the normal level.Through the observation of multi baseline map,the self satisfaction of 8 subjects before and after the intervention for their respective target behaviors changed significantly.The follow-up survey after one month also showed that 8 subjects were in good condition without recurrence.Finally,we draw the following conclusions:(1)The subconscious conditional emotional response is the lever solution to solve the learning distraction of junior high school students.On the basis of perceiving and regulating emotions,re shaping the procedural knowledge of focused learning can effectively solve the problem of learning distraction.(2)Meta-cognition Intervention Technique is effective to solve the problem of learning distraction of junior high school students.