A Study On The Development Of Metacognitive Abilities In College Students Based On A Thinking Visualization Learning Scaffold

With the rapid development of the information age,on the one hand,learners can obtain more abundant and diverse learning resources,on the other hand,the requirements for the ability of talents needed by society are also increasing.Therefore,learners in the new era should have the ability of autonomous learning and lifelong learning.This requires learners to fully understand their own knowledge level in the learning process,and improve their ability to learn by rationally planning learning progress,monitoring learning process,and adjusting learning strategies.For learners,cultivating metacognitive ability can not only improve the level of autonomous learning,but also effectively help them achieve self-monitoring and regulation.However,the current research on how to improve learners’ metacognitive ability and how to use appropriate methods to evaluate metacognitive ability is not deep enough.Observing and recording the development process of metacognitive ability to analyze the level of metacognitive ability and its dynamic development has become an important way to cultivate and evaluate metacognitive ability.In this study,two classes of students in grade 2021 of a normal university were taken as the research objects.Combined with the course of " Programming Foundation",a learning scaffold supported by two thinking visualization tools,mind map and flow chart,was designed as a metacognitive training strategy,and it was applied to teaching practice through comparative experiments.Firstly,the experimental class uses different learning scaffolds at each stage,while the control class adopts the traditional teaching method.Secondly,the discourse data and questionnaires in the collaborative programming of the experimental class at different stages are collected as the data source of metacognitive ability assessment.Then,with the help of metacognitive ability scaffold,the evaluation dimension of cognitive network analysis is determined.Finally,statistical analysis and cognitive network analysis are combined to explore the characteristics of learners’ metacognitive ability based on thinking visualization learning scaffold,and to reveal the differences and development characteristics of metacognitive ability of students as a whole and groups with different ability levels.By analyzing the experimental results,the study found that:(1)Metacognitive learning scaffolding based on mind mapping and flow chart can enhance learners’ metacognitive knowledge,metacognitive experience and metacognitive monitoring after long-term training,and also improve learning interest and enthusiasm.(2)The metacognitive ability of the high and low ability groups is reflected in all dimensions and the structure is different.Finally,the metacognitive development of the high and low ability groups tends to be consistent;(3)The structure of metacognitive ability in different stages is different.When the learning scaffold is not provided,it mainly focuses on the development of metacognitive knowledge.With the deepening of learning,under the teaching intervention of thinking visualization learning scaffold,the metacognitive ability of the first and second stages shows the development from focusing on metacognitive knowledge to metacognitive monitoring and metacognitive experience,and the cognitive network diagram spreads and enriches from a single dimension to multiple dimensions.