Combined with specific disciplines, this paper analyzes the role of metacognition in solving physical problems and how to effectively develop metacognition by solving physical problems.

Keywords physics; Solve problems; metacognition

Metacognition was put forward by fravel in 1970s. Since then, there have been more and more researches on metacognition, mainly focusing on reading comprehension, memory and problem solving, and the research on metacognition in problem solving only began in the 1990s. The research shows that students with strong learning ability have a high level of metacognition, and metacognitive strategies can make up for the lack of knowledge, supplement and improve the problems.

Based on the characteristics of physics and the essence of metacognition, this paper discusses the role of metacognition in the process of solving physical problems and how to effectively cultivate metacognition.

First, the role of metacognition in solving physical problems.

Fravel's definition of metacognition in 1976: knowledge about one's own thinking activities and learning activities and control over their implementation are any cognitive activities that regulate the cognitive process. 1979 Kluwe believes that metacognition is a positive and reflective cognitive processing process, which specifically points to individual cognitive activities; Shilao & Denison (1994) defines that metacognition is an individual's ability to reflect, understand and control his own learning. The concept of metacognition includes three aspects: metacognitive knowledge, metacognitive experience and metacognitive monitoring. These three factors interact, and metacognitive monitoring is the core component of metacognition and the key to successful learning.

1. Metacognition corrects the goal of solving physical problems. [1] Meta-cognition makes the problem-solving process have a clear goal orientation, and makes the psychological activities of the problem-solver close to the goal. The goal is the problem solver's perception of subjective experience, which is not only the starting point of problem solving, but also the destination of problem solving, and it guides the process of problem solving. In solving problems, solvers should monitor their own problem-solving plans and set practical goals, so as to solve physical problems smoothly.

2. The strategy of metacognitive operation driving physical problem solving. Solving physical problems requires certain strategies. Strategy is embodied under the action of thinking mode, which affects the efficiency of solving physical problems. Problem solvers perform cognitive operations in the following ways in the process of solving problems. (1) Activate thinking and formulate strategies, that is, take the goal as the starting point, put physical materials into the existing knowledge background, and activate the cognitive structure under the action of the operating system. On the basis of metacognition, according to the similarity of the material system in the cognitive structure, we seek the "similarity" in the physical cognitive structure, reorganize the problem into a form suitable for the original knowledge, or process the previous knowledge into a form suitable for the existing problem through experience, so as to formulate the problem-solving strategy; (2) Reorganize the implementation strategy, that is, through the feedback of the problem-solving process, there are many ways to solve the problem, and the problem solver should evaluate himself, which is essentially the evaluation of the problem-solving strategy. If you find that the goal is determined, you will have doubts and need to adjust your strategy.

3. Metacognition enhances the subjective consciousness of problem solvers in solving physical problems. In view of the characteristics of physics, it is generally difficult to solve physical problems, which requires the problem solver to activate himself, play his role, remove obstacles and have the desire to solve problems. Meta-cognition has the regulating function of internal feedback in the whole problem-solving process. (1) Through metacognitive knowledge, problem solvers can examine the meaning of the problem and have a preliminary understanding of the type, difficulty and knowledge used in the problem, so that they can actively choose effective problem-solving strategies; (2) The self-enlightening function of metacognitive experience can mobilize the participation of non-intellectual factors, produce cognitive experience and emotional experience of "knowing" and "not knowing", produce some new ideas and methods, expand the original thinking, overcome obstacles and mobilize the enthusiasm and self-confidence of problem solvers; (3) The monitoring function of metacognition is embodied in the whole stage of problem solving, the pre-planning of problem solving, the monitoring in the process of problem solving, and the evaluation and reflection after solving.

Second, cultivate students' metacognition by solving physical problems.

Students' metacognitive ability is often embodied and cultivated in the process of solving problems. Gong Zhining's research (1999) found that metacognitive strategies led to poor students' lower scores than top students. Someone has compared the problem-solving process between gifted students and students with physical learning difficulties. It is found that the level of metacognitive ability determines the level of physics performance to a certain extent. In order to make students "learn to learn", we should strengthen the cultivation of students' metacognitive ability in physical problems.

1. Stimulate students' self-awareness and cultivate learning motivation. The development of metacognitive ability is based on a certain level of psychological development, and metacognition develops after students' self-awareness. Without self-awareness, students cannot actively plan, monitor, evaluate and reflect on the cognitive objects they operate. Self-consciousness takes the subject and its activities as the object of consciousness and plays a monitoring role in human cognitive activities. In problem-solving learning, people's self-awareness is the awareness of their own perception, representation, thinking, memory and experience of problems, as well as their own goals, plans, actions and action effects.

2. Analyze the thinking process and strengthen thinking teaching. In the past, teachers only paid attention to the process and result of solving problems, but ignored the process of students' metacognition. Metacognition is cognitive cognition, which plays a role all the time. To improve students' metacognition level, students should experience teachers' metacognition process. When encountering new problems, show students how to analyze, find effective strategies and finally solve the problems. Sometimes teachers will walk into a dead end, but they have the ability to remove obstacles. Sometimes a teacher makes mistakes, but he can correct the problems through metacognitive monitoring ... In short, he shows the teacher's thinking process and shows the students the self-monitoring and self-adjustment of the teacher's own process. [2]

3. Teaching metacognitive strategies to solve problems

(1) is good at using Paulia's "self-suggestion"

Many hints given by Polya Paulia in his theoretical works on problem solving belong to the category of metacognition. It is an effective way to improve metacognitive ability to solve problems by using these hints frequently and consciously. If you ask the right questions, you may get good answers and correct ideas. His basic model is:

The first step is to understand the meaning of the question and represent it; The second step-draw up the plan and implement the steps; The third step-evaluation and reflection

(2) Questions and arguments among students.

Asking questions is a common method for students. Students often passively accept some questions, and arguments are rarely taken seriously, but they are as important as inquiry. (Continued from 194) (Continued from 184) The ability to understand problems through argumentation is four times stronger than that through passive acceptance. For some thoughtful and multi-solution problems, leave them for students to discuss and let them express their ideas of solving problems. Why did you do that? What is the reason? Why did you choose this method? Let the students question each other and argue with each other. Everyone should think deeply and reflect on their own and others' practices, so that students can have a deeper meaning to the problems they solve.

4. Strengthen the teaching of bad structure problems.

The problem of poor structure is a problem of relatively good structure. Students often face well-structured problems with clear goals and various solutions. However, the ill-structured problem is vague, the goal is unclear, the solutions are diverse, and it is also an open problem, so it is difficult to get a clear solution to the problem. Students can't transfer knowledge, and educators often don't pay enough attention to this aspect. Foreign research in this field shows that students' metacognitive problem-solving ability has been greatly improved after the training of ill-structured problems.

In a word, it is impossible to improve students' metacognition level in solving physical problems overnight, and teachers and students need to work together. Teachers should incorporate the cultivation of students' metacognitive ability into teaching objectives, and constantly infiltrate the training content of metacognitive knowledge and strategies in problem teaching. Mobilize students' subjective consciousness and pay attention to the implementation of meta-monitoring. Only in this way can students' metacognition level be developed in solving physical problems.

refer to

[1] Zhu Dequan, Song Naiqing. On Problem Solving and Metacognition Development in Mathematics Teaching [J]. Research on Subject Education, 1997, (6).

[2] Zhou Lifang. Metacognition and its cultivation [J]. Journal of Tianjin Academy of Educational Sciences, 2002, (1).

I hope it helps you.