Research On The Application Of Metacognitive Strategies In The Teaching Of Physics Experiment In The Third Year Of Junior High School

Physics is a natural subject based on experiments,from which the discovery of most physical laws and the establishment of physical concepts are inseparable.Through physical experiments,students can improve the scientific knowledge system,cultivate correct operation skills and correct scientific attitude.However,at present,there is a common phenomenon of emphasizing conclusion and neglecting process in physical experiment teaching in middle school,and students' physical experiment ability is generally low.In this context,this study proposes to integrate metacognitive strategies into the physical experiment teaching design of the third grade of junior high school,aiming to improve students' physical experiment ability.This study defined the connotation and components of metacognition,metacognitive strategy and junior high school students' physical experiment ability through literature research.Meanwhile,based on the characteristics of physics experiment ability of junior high school students and the requirements of Junior high school physics curriculum standard for physics experiment,the physical experiment teaching which is based on the Metacognitive Strategy was design: Before the experiment class,the students were trained to prepare lessons before class by using the self-questioning list;In the experiment class,students were trained to learn how to control and adjust the experiment process by writing the experiment report of metacognitive strategy;After experiment class,students were trained to estimate the experiment process by themselves by writing self-examination and evaluation.In the process of quasi-experimental research,two classes in the third grade of junior high school in Guangzhou were selected as experimental class and control class by investigation and research.The physics experiment class which is based on Metacognitive Strategy was carried out by the Experimental class,while the control class was used for traditional physical experiment teaching.By analyzing and discussing the changes of relevant data before and after the experimental intervention,the following conclusions are obtained:First,After the physics experiment class which is based on Metacognitive Strategy,can improve their performance of experimental inquiry questions;Second,After the physics experiment class which is based on Metacognitive Strategy,can improve the experimental operation ability of students with medium experimental ability,but not obvious for students with poor experimental ability;Third,After the physics experiment class which is based on Metacognitive Strategy,there is no obvious change in students' ability of experiment design;Fourthly,After the physics experiment class which is based on Metacognitive Strategy,the level of students' evaluation strategy is improved obviously,while the level of planning strategy,monitoring and regulation strategy is improved less.