1、分類編號:密級:單位代碼:學號:10065093071033天律師忘大學研究生學位論文元認知策略訓練對高中生生物解題能力的影響學生姓名:中一請專業(yè)名稱:研究方向:指導(dǎo)教師姓名:提交論文日期:程洋申請學位級別:碩士教育碩士學科教學。生生潘寶平教授專業(yè)技術(shù)職稱:中教二級2011年3AbstractMetaeognition15individual’5selfeognitiveaetivitiesbyselfawareness，selfmon

2、itoringandselfregulation，namelytheindividual，5eognitionabouteognition.Inreeentyears，metaeognitivetheory15notonlyenrichedanddeveloPedthefieldofPsycholog蘇butalsoProvidetheimPortantwayandstrategyin”toteaehstudentshowtolearn

3、，，inelass.ManyscholarsgenerallybelievethatbydeveloPingmetaeognitiveabilityofstudentswillnotonlyhelPstudentstodeelarativeknowledgeintoProeeduralknowledge，helPstudentsfmaeorreetPereePtionoforientation，butalsoandcanmobilize

4、theinitiativeofstudentIearning，Promotetheoverallinereaseofstudentseientifiequality.Theresearcherstriedtoteaehhighsehoolstudentmetaeognitiveknowledgeandraeognitiveawarenessinhighschoolbiologyclass，tobroadenthestudents，Pro

5、blem一solvingideas，toimProvethewayofstudents’learning，teally知owhowtolearll.TheresearcherconcludedonthebasisofPreviousresearehers’work，toPraeticethestrategyofmetaeognitiveabilitytrainingwhiehwasusedinteachingbiologyelasses

6、ofsenihighsehool.AeeordingtothebasiePrineiPlesofmetaeognitivetheory，relyingonteaehingbiologyelassesofseniorhighsehool，drawingonexistingmeta一eognitivetrainingmethods，designedthestrategyofbiologymetaeognitiveleamingstrateg

7、yandbasieteachingProgram.AecordingtotheresultsofPrevioussurvey，inTheSecondNankaiMiddleSehool，Tianjin，thereseareherromlyseleetedfourclasses192PeoPleofgradetwoatthesamelevel，afterteaehingPraetieeinnineteenunitsofgradetwo，P

8、ost一testresultsshowedthat:eomParedwiththeeontrolelasses，theexPerimentalelasseswhiehwereteaehedbybiologymetacognitivelearningstrategyimProvedsignifieantlyinmetaeognitive知owledge，theexPerimentalelassesaehievedaveragescores

9、83.50and84.00，signifieantlybetterthantheseores43.50and45.25byeontrolelasses，throughthetestP0.01andbybiologymetacognitivelearningstrategy，theexPerimentalelasses’interestoflearningwassignifieantlyimProvedeomParedwiththecon

10、trolelasses，therewasasignineantdifferenceP0.05.Byasubsequeniinvestigationandinterviews，thereseareherfoundthattheexPerimentalelassstudentshavelearnedhowtoPlan，monitadjusttheirownleamingstategy，moreoverehoosedsuitablefthei

11、rownandthemosteffeetivelearningstrategiesindifferentseenarios.Inaddition，themetaeognitivestrategytrainingeanimProvestudentsabilityonintegrateProblem一solving，broadenthestudents’Problem一solvingideas，thusenhaneingtheoverall

12、biologiealtestscores，havingasignifieantehangeeomParedwiththeeontrolelasses.TheresearehersfurtherfoundthattheexPerimentalelassesenhaneesees，mainlyintermsofsubjeetivequestion，metaeognitivetrainingontheinferistudentseangett

13、hemostsignifieanteffeet，throughthetestP0.01，buthavelimitedeffeetintoPstudents.TheresultsinthecountryhavenelatedrePortseurrently.1believethat，usingmetaeognitivelearningandtraining15effeetiveinbiologyteaehingofseniorhighse

14、hool，itnotonlyeanimProvemetaeognitionofstudentsandhelPstudentstesolvebiologiealquestions，butalsoeanimProveemeieneyofbiologicallearing，imProveleamingmethodsandbenefitimPlementofneweurrieulumstandards.Keywords:Metaeognitiv