Influence And Measurement Of Metacognitive Strategies On Chemical Cognitive Structure Of Junior High School Students

Ausubel,an American psychologist,points out that "whenever we focus on influencing the cognitive structure of students in order to maximize learning and retention of meaning,we go to the heart of the educational process." A good cognitive structure is essential to improve learning ability.Cognitive structure is a knowledge structure internalized by individuals and stored in long-term memory.Its formation process is influenced by various factors,and learners’meta-cognitive ability plays an important role in supporting,monitoring and regulating the formation of cognitive structure.For now,the research on junior high school students cognitive structure is less,and meta-cognitive strategy influence on cognitive structure is more a lack of in-depth research,in view of this,this study chose to measure cognitive structure of the junior middle school students,and to explore the effect of meta-cognitive strategy in chemistry cognitive structure and under the effect of meta-cognitive monitoring and mediation build good cognitive structure of teaching strategies.In order to promote the research of cognitive structure measurement and its influencing factors and further expand the related research to provide some reference for teaching practice.The main work of this study is as follows:1.By referring to the literature on the measurement of chemical cognitive structure and the influence of meta-cognitive strategies on cognitive structure,this paper discusses the relevant theories of cognitive structure,measurement methods of cognitive structure and meta-cognitive,and proposes the ideas and research methods for research problems.2.69 grade students in learning is determined by using flow chart method "oxygen" related knowledge,the cognitive structure change before and after a week,coupled with set of questionnaire,investigation to determine different levels students meta-cognitive strategy use,and the breadth of cognitive structure,abundance of meta-cognitive strategy and the influence of information processing mode,and comparative analysis.3.Based on the analysis of the survey results,five strategies for optimizing cognitive structure were summarized.The strategies were applied to teaching practice,and a teaching case of "oxygen production" was designed.Through the above research process,the following conclusions can be drawn:1.Students’ current cognitive structure of "oxygen"(1)Before and after learning the knowledge points about "oxygen",the cognitive structure of excellent students is systematic and well-structured,which is in turn medium.The cognitive structure of learning difficulties students has great defects,and the number of knowledge points is small and the hierarchy is disordered.After learning,the number of middle school students’ false concepts increased significantly.(2)Students at three levels before and after learning mainly organize knowledge points by describing strategies.Excellent students are more inclined to use higher-level information processing strategies such as explanation.Information processing strategies are diversified,while information processing strategies of poor students are single.The study also found that interpretive strategies helped reduce the number of misconceptions.During the learning process,information processing strategies change from low level to high level.(3)Before learning the knowledge points related to "oxygen",the difficulty in learning is that microscopic particles such as oxygen molecules and oxygen atoms and macroscopic elements are easy to be confused,and the products of chemical reactions can be guessed arbitrarily.After learning "oxygen",the difficulty of learning is that I do not understand the principle of making oxygen,such as potassium permanganate,hydrogen peroxide,potassium chlorate,etc.,and the products when oxygen reacts with other substances are arbitrary conjectures,and I have a confused understanding of the composition of the device for making oxygen.2.Effects of meta-cognitive strategies on cognitive structureThere are great differences in the use of meta-cognitive strategies among students of different levels.Excellent students and middle students will use some meta-cognitive strategies,and more knowledge can be incorporated into the existing cognitive structure in learning,and the formation of new cognitive structure has better usability,higher discernibility and stronger stability.Poor students hardly use meta-cognitive strategies.In this learning stage,the main factors affecting the breadth and richness of cognitive structure of junior high school students as well as their performance in paper-and-pencil test are knowledge mastery monitoring and attention motivation monitoring strategies.The use of monitoring strategies in methods also has a certain impact on cognitive structure,while meta-cognitive strategies have no significant impact on students’information processing methods.3.Strategies for building a good cognitive structureChemical reflection diary and mind mapping can effectively improve academic performance and enrich students’ cognitive structure.