Investigation On The Influence Of Metacognition On Reading Ability Of Biological Charts In High School Students

With the rapid development of information technology,a large amount of text information is represented in the form of charts,which puts forward certain requirements for students’ chart reading ability.As the cognition of cognition,metacognition will inevitably affect students’ process of reading charts and thus restrict their ability of reading charts.Metacognition can be divided into metacognitive knowledge,experience and monitoring.Then what is the influence of each sub-dimension on the ability to recognize,analyze and apply graph information?What kind of metacognition is the core of restricting students’ chart reading ability? In order to solve the above problems,this paper focuses on exploring the specific influence of students’ metacognitive level on the reading ability of biological charts,so as to put forward some educational suggestions to improve the reading ability of high school students.In this study,relevant literature was analyzed and the concept of reading ability of biological charts was clearly defined.According to the dimension divided by predecessors,the evaluation system of reading ability of biological charts is established,and the evaluation tool of reading ability of biological charts is compiled according to this system.At the same time,the metacognitive scale adapted by Schraw and Wang Guangming has been tested with good reliability and validity.This paper investigates the metacognitive level and the reading ability of biological charts of 304 senior high school students from two middle schools in Jiangxi Province.Descriptive statistics are used to understand the status quo of students’ metacognitive level and chart reading ability.The influence of each sub-dimension of metacognition on graph reading ability is explored through multivariate analysis of variance,so as to put forward targeted suggestions.The results show that:1.There are some differences in the sub-abilities of the reading ability of biological charts among the senior three students.Among them,the ability of recognizing chart information is good,but the ability of analyzing and applying chart information is poor.The performance of boys in chart reading ability is slightly higher than that of girls,but there is no significant difference.2.The metacognitive level of senior three students is in the middle level on the whole,among which the metacognitive knowledge level is high,and the level of metacognitive experience and monitoring sub-dimension is low.Gender had no significant difference in the overall metacognitive level of students,but under the metacognitive monitoring dimension,the level of boys was significantly higher than that of girls(P<0.05).3.High school students’ metacognition and its sub-dimensions have significant positive correlation with chart reading ability,and different metacognition sub-dimensions have different degrees of influence on chart reading ability,among which metacognition monitoring has the greatest influence,and metacognition knowledge has the least influence,and the two have significant interaction on chart reading ability(P<0.05);Metacognitive knowledge mainly affects the ability to recognize chart information;Metacognitive experience and monitoring mainly affected students’ ability to analyze and apply chart information,and there was a significant interaction between them on the ability(P<0.05).Based on the above results,this study puts forward several teaching suggestions on how to use metacognition to improve students’ reading ability of charts:(1)infiltrate metacognition knowledge to identify the information contained in charts;(2)Mobilize metacognitive experience to overcome the fear of reading pictures;(3)Cultivate metacognitive monitoring to improve the efficiency of biological map reading.