Research On Physical Problem Model Construction For High School Students Based On Meta-cognition

The 2017 edition of the “General High School Physics Curriculum Standards”proposes that the abstract generalization of physical model construction is an important component of scientific thoughts in core competence of physics.In the process of problem solving,students will experience a lot,including simplified representation,strategies generation,evaluation feedback and making adjustments,monitoring,assessment of their own mental operation to effectively carry out modeling activities,which is a deep participation of meta-cognitive activities.Therefore,from the perspective of meta-cognition,we can analyze students' modeling process of physical problems and reveal how to gradually generate steps,which can provide some enlightenment for education and research of model construction.This study concentrated on the process of model construction of scientific thought when students facing some physical questions.The main works are as follows.First,investigation and analysis of students' meta-cognitive level during physical modeling.Based on the typical behaviors of students at different stages to solve problems,we can investigate the modeling activities and meta-cognitive participation of students in problems solving to confirm the development status of their modeling ability.Second,based on meta-cognitive activities,we can ascertain the development stage of students' modeling.The typical performances in the modeling process of students' problems need to sort out and summarize.Summarizing the obstacles that students will encounter in cognitive activities at different meta-cognitive levels and identifying the cognitive segments which need teaching intervention at different stages.Third,researching the intervention project of meta-cognitive teaching.To summarize to need for meta-cognition in every part of physical modeling and formulate the teaching intervention scheme for each part.The psychological mechanism for problem modeling in all kinds of intervention strategies is discussed by weak method in the face of complex problems to form implementation cases with intervention strategies for various problems modeling links.Fourth,experimental study of meta-cognitive intervention in teaching.Teaching practice is implemented with an experimental way by combing teaching strategies.Through the reversal of the complicated problems in two tests,the experimental class and the control class were compared in order to verify the effectiveness of intervention teaching.The main research methods used in the study are literature analysis,questionnaire and quasi-test experiment.The conclusions of the study are as follows:First,with the advancement of the modeling,students' meta-cognitive participation of students decreases sequentially.To some extant,students have metacognitive experience,but less knowledge and monitoring,few active manipulation and adjustment.Second,the difference of meta-cognition reflects thoughts and behaviors at different stages.Each stage has different meta-cognitive needs.The implementation of intervention teaching needs to locate the links and cognitive elements that appear when they meet some problems.Third,modeling problems in teaching of meta-cognitive intervention strategies implementation need to expose the general process to students.Through making knowledge dominance: information simplification to establish model representation;organizing knowledge to form process model;the internal psychological activities involved in several aspects such as the practical application of the model are designed from the perspective of psychological cognition.Fourth,the results of teaching show that meta-cognitive intervention strategies in teaching practice has significantly improved the solution of complex problems.