【摘要】 元认知是影响人的认识活动效率的重要而高级的认知机能。本研究通过自编"学生物理问题解决元认知监控行为检视表",对高一学生问题解决过程中的元认知监控行为进行分析,怀特图显示:学优生和学困生在元认知监控行为的"计划、调节、监察、检查、反思"五个项目的表现上都存在巨大差异;从解题前的计划到解题中的调节和监察,再到解题后的检查和反思,学生整体的元认知监控行为表现越来越差。据此,提出高一物理教学建议:教会学生知识组织的方法;提升学生的策略性知识;提高学困生的解题信念;加强自我检查的学习体验;培养学生解题后自我反思的习惯。更多还原

【Abstract】 Metacognition is an important and advanced cognitive function that affects the efficiency of cognitive activities. Through the self-made "the Table of Students’ Metacognitive Monitoring Behavior When Solving the Physics Problem", we analyzed the high school students’ metacognitive monitoring behavior. The wright map shows that there are huge differences between students on five items including "planning, regulation, monitoring, inspection and reflection". While, the performance of the students’ metacognitive monitoring behavior is getting worse to worse, from the planning before the solution to the adjustment and monitoring in the solution, and then to the examination and reflection after the solution. Based on the above, we puts forward some suggestions: teaching students the methods of organizing knowledge; enhancing students’ strategic knowledge; enhancing students’ problem-solving belief who are learning disability; strengthening experience about self-examination; cultivating students’ habit of selfreflection after the solution.更多还原