元認(rèn)知訓(xùn)練對(duì)生物學(xué)習(xí)適應(yīng)性影響的實(shí)驗(yàn)研究.pdf

1、首都師范大學(xué)碩士學(xué)位論文元認(rèn)知訓(xùn)練對(duì)生物學(xué)習(xí)適應(yīng)性影響的實(shí)驗(yàn)研究姓名：楊梅玲申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：課程與教學(xué)論指導(dǎo)教師：畢曉白20070408首都師范大學(xué)碩士論文元認(rèn)知訓(xùn)練對(duì)生物學(xué)習(xí)適應(yīng)性影響的實(shí)驗(yàn)研究2007年4月8日abstractResearchthisbaseonproceedfrommiddleschoolstudentsthingclassroominstructionpractice，meltclassroominstr

2、uctionwiththetrainingofmetacognitionforallorganicwhole，metacognitinnabilitytotrainstudentstudyadaptabilitytaisestudentsettlesolidfoundationforthethingthatstudentsstudyandgrowuphenlthyandsoundallthelifeMeanwhile，throulghs

3、tudyanalyzebiologymetacoguitionlevel，livingbeingsstudyadaptabilityrelationofbiolo西catacademicachievemenkinordertopromoteitsacademicachievementtopursueafeasibleroutebetterUnderstudyforactionstudyconsulttheliterature，visit

4、experts，askthecounterpartthroughtheorystudyhaveworkedoutthequestionnaireofbiologymetaeognitionThequestionnaireistriedandrepeatedtestinadvancetheresultshows：Ithavesurveyingcharacteristicofthebettertheoryidea，goodinternalr

5、eliabilityconceptionvalidity，distinguishdegree，testretestreliability，criterionrelatedvalidity，ereItcalltestmiddleschoolstudentbiologicalmetacoguition，oneasimpleandconvenient，effectivet001Ontheotherhandusemethodthatlitera

6、turestudycome，drawlessonsfrommetacognitionbothathomeand曲roadtraintheschemeatfirstamongexperimentresealcflconstructonegoonthetrainingofmetacngnitinneffectivetacticsthatcognitiontrainamongbiologicaldiscipline，experimentfor

7、onetermthatandisscheduledtolastinexperimentclassAmongtheexperimentpermeatediscussthrouIghthematiclecture，classroomrouteofexchangingetedevelopsstudentsmetacognhionknowledge；Enrichthemetaengnitionexperiencebyteachingactivi

8、ty；Throughmeasuringthecardoneselfexaminstiontestandassessanalyze，questionsinglerefotruingclassroominstructionmode，littleteacherquestionnaireresultfeedbackthenguidesthestudenttoc盯ryontheselfmonitoringtheselfdiagnosisraise

9、sthemetacognitionmonitoringskillOnthebasisofsnldyillginexperimentanalyzethetrainingofmetacognitionstudyadaptabilityandconcreteinfluenceofacademicachievementconstructbiologymetacognitionandeverykeyelementofroutemodels，con

10、structbiologymetacognition，studyadaptabilityrelationroutemodelofacademicachievementTheimportantconclusionofthisresearch：1Goonthetrainingofmetacognitionamongbiologicalteaching，todifferenttostudyadaptabilitybasicmetacognit

11、ioncompetenceofclassmateoflevelallthereisprominentimprovementatstudyingtheoveralllevelofadaptabilityThereisimprovementofprominentachievementinwholemetacognitionandeveryaspectAmongthematthemetacognitionaspectstudyadaptabi

12、litybasiclevelhighergroupraise，notsogoodasmediumsizedgroup，lowgraderesultofgroupprominent2ThetrainingofmetacognitioncallimprovemetacognitioncompetenceandacademicachievementeffectivelyTrainingwillimprovemoreprominenttothe

13、achievementoftimbiologicalcontentwhichtmderstandst11elevelwiminshoRterm3BiologymetacoguitioncanpromotestudentsstudyadaptabilityintegralleveltotrainThiskindofimprovementcausemoreprominentresulttostudyadaptabilityfoundatio

14、nmediumsizedgroupandlowgradegroupThetrainingofmetacognitiontoattitudetowardsstudystudytechnologyraiseprominentdifference，butdoesnothavemuchinfluenceonacademicenvironmentandphysicalandmentalheaith4Biologymetacngnitionleve

15、l，studyadaptabilitypresentprominentmedium—sizedpositivecoelationextremelyonacademicachievementBiologymetaeoguitionleveliscorrelatedwithstudyadaptabilitylevelandexactlypresentingtlleextremelystrongone刪001)5Biologymetacogn

16、ition，studyadaptabilityacademicachievementbetweenthethreetheformertwoinfluenceeachotherthelattertwoinfluenceeachothertoo，Livingbeingsstodyedaptabilityinfluenceacademicachievementbiologymetacognitionthroughstudyadaptabili