A Practical Study On Improving Students Metacognitive Level By Using Concept Map

To master efficient learning methods and improve the review effect is one of the urgent problems to be solved in the review of senior three biology.Metacognition consists of metacognitive knowledge,metacognitive skill and metacognitive experience.Enriching students’ metacognitive experience is the key to improving students’ learning ability,and concept map can effectively connect concepts in students’ minds,promote students’ efficient learning and strengthen students’ metacognitive experience.Based on concept map teaching and training,this study will explore the key factors that affect concept map teaching to enrich metacognitive experience and the effective methods to improve metacognitive level.The research methods adopted by this research are: literature research method,questionnaire survey method and practical research method.First of all,through reading domestic and foreign references,it is believed that this study provides sufficient theoretical support;second,through the observation of the learning and review status of senior high school students through practice,design the questionnaire Prepare for practical research;finally,through teaching students to draw concept diagrams and meta-cognitive related knowledge and skills,students teach students to draw concept diagrams and actively apply meta-cognitive skills when drawing concept maps.The method of verifying the effectiveness of this study is:First,through the effective level of meta-cognitive levels,measure the meta-cognitive scores of the experimental class and the control class before and after the experiment;Targeted research experimental class biology learning ability is poorly improved before and after the experiment.Through teaching experiments and the measurement of students’ cognitive level before and after teaching,the two-dimensional cognitive knowledge and cognitive regulation of the metacognition of the meta-cognitive scores and the cognitive regulation of the students are separated from the measurement results of students.The result is as follows: After the experiment,the metacognitive score of the experimental class was 0.21 higher than that of the control class;Cognitive knowledge score was 0.20higher;The cognitive regulation score was 0.22 higher,showing significant differences.At the same time,the analysis of the post-experiment metacognitive scores of class C students in the experimental class found that the score was 0.52 higher than that before the experiment,indicating a significant improvement in metacognitive scores.The following conclusions can be drawn from the above research results:(1)The teaching method of cultivating students’ metacognitive ability with concept map teaching as the main and metacognitive teaching as the auxiliary can affect the development of students’ metacognitive level more than the training of students’ metacognitive skills alone.(2)When reviewing biology,concept map teaching combined with metacognitive skills training can arouse students’ interest in biology learning and improve their attitude towards biology learning.(3)Students can draw exquisite concept maps,effectively monitor their own learning by using metacognitive skills through drawing concept maps,master effective learning methods,know how to learn,and take the initiative to find and solve problems.In a word,to some extent,this study has improved the problems of students forgetting knowledge too quickly,confusing knowledge points easily,and not being interested in biology learning.It provides effective concept map teaching and training methods,metacognitive teaching methods and metacognitive skill training methods for current biology teaching,and enrichis the research on methods to improve students’ metacognitive level.