Investigation Of High School Students' Metacognitive Ability And Its Influence On The Learning Process Under The Background Of The New Biology Curriculum Standar

High School Biology Curriculum Standards(2017 edition)emphasizes that biology teaching should develop students’ core quality of biology subject under the guidance of subject teaching objectives,and pay attention to students’ autonomous learning ability and lifelong learning ability.Thus,“Teaching students how to learn” has become an important mission of school education.At present,cultivating students’ learning ability is generally recognized by scholars.Meta-cognitive strategy is one of the important contents of learning strategies and also the core factors affecting students’ learning process.Under the guidance of modern education and teaching theories,this study intends to investigate and analyze the current metacognition status of high school students and its related influencing factors,explore how to truly achieve the cultivation of students’ learning ability under the implementation of the new curriculum standards,and provide valuable teaching reference materials for front-line biology teachers in high school.In this study,the Questionnaire on Biological meta-cognitive ability of high school students and other auxiliary measurement tools were used to investigate students from three high schools in Zhumadian,Henan.A total of 540 questionnaires were distributed and 464 valid questionnaires were collected.The preliminary investigation results show that the metacognitive ability of Zhumadian high school students in biology learning is at an average level,among which the meta-cognitive monitoring level is obviously low.In addition,the level of biological metacognition of students from different school types and different sources is significantly different(P < 0.05),in which key high schools and provincial demonstration high schools were higher than ordinary high schools,and township junior high school students were significantly higher than rural junior high school students.There is no difference in meta-cognitive level between high school students of different genders.Further analysis showed that metacognitive ability of each dimension and the total questionnaire had a significant positive correlation with the academic level of biology,that is,metacognitive ability of biology learning had a significant impact on students’ biological achievement.The metacognitive ability of students with different academic levels was also significantly different(P < 0.05),indicating that high school students with higher academic level had stronger metacognitive ability.This suggests that teachers can start from improving students’ metacognitive ability in the transformation process of students whose academic level needs to be improved and students with learning difficulties.In other words,making students initially understand the essence of cognitive science and master learning methods is one of the key links to improve their learning effect.In addition,students’ metacognitive ability is positively correlated with self-efficacy,which indicates that enhancing students’ learning confidence can indirectly stimulate the establishment and development of their metacognitive ability.It is suggested that high school biology teaching design should pay special attention to the effectiveness of classroom links.While mobilizing students’ learning enthusiasm,training students’ preliminary understanding of cognitive theory is one of the elements of their future development.In short,meta-cognitive strategy training should be gradually infiltrated into high school biology teaching to help students learn to learn,improve their understanding of cognitive science,and form effective classroom teaching through the development of students’ cognitive ability.Based on metacognitive development strategy,this study proposes that multiple evaluation methods can be adopted in biology classroom,teachers should pay attention to teaching students according to their aptitude,guide students to develop learning plans,assign reflective homework to find out the main problems in the learning process and other methods are conducive to students gradually mastering their own learning.