Research On The Application Of Metacognitive Strategies In Junior High School Chemistry Teaching

In the mid-1970 s,Flavell put forward the concept of " metacognition " in the study of children ’s cognitive development.Later,metacognition was widely concerned and deeply studied by scholars of psychology and pedagogy.Metacognition is the self-consciousness and self-regulation of cognitive activities,and it is the advanced level of cognitive activities.Metacognitive strategy refers to the strategy adopted in cognitive activities based on metacognitive theory,which plays an important role in students ’ mastery of learning methods and promotion of students ’autonomous learning.At present,there are few studies on the application of metacognitive strategies in chemistry teaching in China,and the research on the application of metacognitive strategies in junior high school chemistry teaching is even rarer.This paper mainly studies the application of metacognitive strategies in junior high school chemistry teaching.This study includes five parts :The first part expounds the background,significance,content and methods of the research.The implementation of the "double reduction" policy,the "literacy-based" basic education curriculum goal,and the cultivation of lifelong learning ability all need to improve students ’ metacognitive level.Chemistry is the last science course offered in the compulsory education stage.Teaching with metacognitive strategies is of great significance to improve students’ autonomous learning ability.The second part defines the concept of metacognition and metacognitive strategies by literature method,summarizes the current situation of metacognitive research in various disciplines and the application of metacognitive strategies in various disciplines,especially in chemistry,and expounds other theoretical foundations related to this research.The third part is the application of metacognitive strategies in junior high school chemistry teaching design and implementation.On the basis of following the principles of teaching design,’molecules and atoms’ and ’atomic structure’ are selected as cases to carry out teaching design based on metacognitive theory.Metacognitive practice research is carried out by using self-questioning list,classroom condition monitoring table,5R note taking method and other strategies,and metacognitive strategies implemented in junior high school chemistry teaching are put forward.The fourth part is the investigation and analysis of junior high school students ’chemical metacognitive level.The experimental class and the control class were selected for practice.The experimental class used metacognitive strategies for teaching,and the control class used conventional methods for teaching.By using the methods of questionnaire survey,comparative experiment,interview and so on,and through the analysis of pre-test and post-test data,it is found that after the chemistry teaching practice based on metacognitive strategy,in the two classes with similar academic performance and generally low metacognitive level,the metacognitive level,learning ability and learning effect of the experimental class students are significantly better than those of the control class,and the difference is significant.The fifth part is the research conclusion and prospect.The results show that the metacognitive level of junior high school students in rural schools is generally not high.The use of metacognitive strategy teaching in junior high school chemistry teaching can effectively promote the improvement of students ’ metacognitive level,and also improve students ’ chemistry academic performance.This study provides a case reference for the improvement of junior high school students ’ metacognitive level and the choice of junior high school chemistry teaching strategies.