Strategy Research on Self-regulated Learning Based on Metacognition in High School Chemistry
|School||Central China Normal University|
|Course||Chemistry Curriculum and Pedagogy|
|Keywords||Autonomous learning Metacognitive Learning Chemistry Research Strategy|
Since the beginning of the 20th century, both in theory and in practice, independent study has been more systematic and in-depth research, these studies are mainly related to the self-learning influencing factors, processes, mechanisms, learning strategy as well as the training mode, but autonomous learning in individual self-regulatory mechanism is still not sufficient. With the development of psychology since the 1970s, the importance of metacognition in learning more and more attention has been paid, how to give full play to the metacognitive planning, monitoring, adjustment and other functions in autonomous learning affect the independent study of the effect of even the success or failure of the light of this understanding, the paper explore in the inherent relationship between metacognition and self-learning based on several important strategy for autonomous learning ability. The paper consists of six chapters. The first chapter is the introduction, mainly from social development, the development of the education reform and development of three individual level analysis of the significance of the independent study of the status quo and existing problems. The second chapter discusses the relationship of self-learning and metacognitive. The first concept Exploration, the concept of metacognition, made a detailed explanation of the meaning of independent learning; metacognitive role in the independent study and then discussed the following conclusions: autonomous learning can not be separated metacognitive metacognitive role throughout the autonomous learning always, and affect independent learning effect. The third chapter describes the chemical characteristics of learning and metacognitive role in the study of chemistry. The fourth chapter on the culture of self-learning ability. Based on metacognitive autonomous learning, proposed a number of strategies to develop metacognitive ability to regulate and control, such as stimulate students 'motivation to learn, to improve students' ability to plan, develop students 'ability to regulate and control, develop students' self-assessment and the ability to reflect and optimize the use of resources and so on. The fifth chapter is the experimental use of metacognitive strategies to foster students' ability to learn, that in high school chemistry teaching practice. Implementation includes the following three aspects: 1. The metacognitive strategies throughout the the entire chemical learning process (before class, classes, after-school), develop students' self-planned, self-monitoring, the habit of self-evaluation and capacity. 2. Resolved through problems, develop students' thinking monitoring capabilities, improve self-learning initiative. 3 exam diagnostics, develop students' self-evaluation and regulatory capacity. The research results show that, to metacognitive training students, students of planning, monitoring and evaluation capacity, and to improve the awareness and ability of their own learning. The sixth chapter briefly discusses the role of teachers in the independent study, so that learning and teaching organically unified in their own learning. In short, independent study emphasize the dominant position of the learner in the learning, the emphasis on individual initiative. The autonomous learning key to success is to the individual metacognitive ability to regulate and control the level of, the only individual in the study of learning effective planning, monitoring and regulation, independent study showing its inherent nature connotation that individual active regulation of learning.