一、问题的提出对学习困难的学生进行教学干预时,教师往往将注意力集中在帮助他们理解教材内容和掌握学习方法上,对元认知策略的指导很少,因而收效甚微。在长期的化学教学实践中,本人发现:学生对化学知识的理解与掌握并不是十分困难,他们学习最大的障碍是难以将内容和方法进行“匹配式”思维,即缺乏元认知策略。学习能力强的学生的元认知水平一般较高,他们善于计划、调控、评价自己的学习过程,善于灵活地应用元认知策略去达到既定 First, the problem raised For students with learning difficulties in teaching intervention, teachers tend to focus on helping them understand the teaching materials and learning methods, the guidance of metacognitive strategies is very small, and thus little effect. In the long-term chemistry teaching practice, I found that students’ understanding and mastery of chemical knowledge is not very difficult. The biggest obstacle for them to learn is that it is difficult to carry out “matching” thinking of content and method, that is, lack of metacognitive strategy . Meta-cognitive level of students with high learning ability is generally high, they are good at planning, regulation, evaluation of their learning process, be flexible and apply metacognitive strategies to achieve the established