Research On The Application Of Metacognitive Theory In High School History Review

The review of history in the third stage of Senior High School is an important part of history teaching in Senior High School.For a long time,due to the excessive emphasis on the selection role of the college entrance examination,senior three history review often pays special attention to short-term effects.It limits the enthusiasm and initiative of students due to inefficient review of history."To meet the needs of students undefined lifelong learning and cultivate students undefined ability to learn independently" is an important idea of the new curriculum reform.Therefore,the efficiency of the review of the high-third history is improved,cultivate the enthusiasm and ability of students to study independently,it is the thing that needs to be done in the high-third history.Metacognition theory is an important part of educational psychology.The so-called metacognition is summed up in the most concise language,that is,the cognition of cognition.It is generally believed that metacognition is composed of three basicelements: metacognitive knowledge,metacognitive experience and metacognitive monitoring.The strategy that students understand,adjust and control their cognitive process in the process of learning is called metacognition strategy.Metacognition strategy is one of the commonly used learning strategies for students.It plays an important role in helping students to analyze themselves,choose and use review strategies,and monitor and adjust the effect of review.In that light of the investigation of the existing problems in the review stage of the high three-year history of the student,students have different degrees of problems in analyzing the specific gap between themselves and others,the understanding and application of history review methods,the influence of non-intellectual factors on themselves in the process of review,and the monitoring of their own review effect.In order to improve that historical review efficiency of the high school student,in order to improve the initiative and the subjectivity of the student undefined historical review,the application of metacognitive theory to the teaching activities of higher and tertiary history review will be helpful in solving the problems that students have in the review of the higher three history.In combination with the questionnaire results of the review of the history of the senior three students,the metacognitive strategy that can be adopted in the high-third history review stage is as follows:First,the metacognition plan strategy,according to the metacognition knowledge to make the history review plan,chooses the history review method.Second,meta-cognitive experience strategy,based on meta-cognitive emotional experience to improve the sense of self-efficacy of historical review,grasp the influence of non-intellectual factors on the effect of historical review.Third,metacognition monitoring strategy,the combination of students undefined self-supervision and teachers undefined timely guidance,the cultivation of students undefined ability to regularly monitor and review the situation and adjust the methods of history review.The application of these metacognition strategies in the process of senior high school history review can not only improve the review effect of students with different learning levels,but also be an effective way to implement the new history curriculum standard.