元认知理论在高生物学实验中的应用研究2014.6.2.docVIP

摘 要2003年出版的《普通高中生物课程标准》对于我国生物教育发展具有重要的意义，其最为重要的特点为：转变教学的模式。即从原本由教师讲授的被动学习模式改变为由学生自主学习的学习模式，从而提升全体学生的生物科学素养。 本文从元认知理论出发，国内外关于元认知研究的，通过以生物学的实验知识和实验操作的学习为载体，以生物学实验课教学为平台，元认知学生在学习生物学实验知识的同时，培养的自主学习能力。 发现，元认知对学生的自主学习能力提升显著，经过元认知生物实验课教学的学生，在生物实验题解题能力、生物实验操作能力与对照组相比具有显著的差异；并且学习动机和学习策略调节方面，经过元认知训练的学生具有更好的表现。同时元认知为方法开展生物实验课教学，对于不同层次的学生影响是不同的，该方法对中分数段学生的在生物实验题解题能力以及学习动机和策略的调节能力都具有显著的提高。说明经过元认知的生物学实验课教学中分数段的学生，能够更加灵活的使用所学习的知识来解决所遇到的问题，并且具有更高的学习动机和能够准确的检测与调节自己的学习策略。即本研究能够更好的培养中分数段学生的自我学习能力 综上，在全日制普通高级中学的生物学实验课教学开展元认知中分段的学生自主学习能力 关键词：元认知生物学实验课；自主学习能力 Abstract The《biology curriculum standards for ordinary high school》published in 2003 has respected important significance to the development of Chinas biologica education. Its most important feature is changing patterns of teaching. It changed from learning from the original passive learning mode taught by teachers to learning independent so as to promote students scientific literacy. This article start with the theory of metacognitive and outlines the situation of metacognition research of the domestic and foreign. Through the method of quasi-experimental study,give students metacognitive biology experiments teaching mode with learning the knowledge of biology experiments and the operations of experiments as carrier and biology experimental teaching as platform to guide students to develop their own self-learning ability when learn the biology experiments knowledge. The experimental results showed that part of the assumption has been verified. By comparing the experimental and the control group ,we found that metacognition can significantly improve the students’ ability of autonomous learning. Compared to the control group,the students who take the metacognition biological experiments teaching class sign a significant difference in problem solving ability and operate ability in biological experiments.At the same time,students have better performance in selection and adjustment of learning motivation and strategy after a me