高一学生物理问题解决过程中元认知监控行为的调查研究

The Study on High School Students’ Metacognitive Monitoring Behavior When Solving the Physics Problem

Metacognition is an important and advanced cognitive function that affects the efficiency of cognitive activities. Through the self-made “the Table of Students’ Metacognitive MonitoringBehavior 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.