摘要：2004年我国四省按教育部的部署，进入高中课程改革。《基础教育课程改革纲要（试行）》要求学校通过开设重基础、多样化、有层次的课程体系，以满足学生全面而有个性的发展。所以，本次课改以课程的重新构建为突破口，以落实学生个性发展为核心，以改进与完善教师教法和学生学法为重要途径，去实现加强培养学生创新精神和实践能力的主要目的。
为了学生的全面发展需要，课堂教学要实现知识技能、过程与方法、情感态度价值观三维目标，原有的教学认识关注知识技能、跟过程与方法、情感态度价值观方面的教学目标成割裂现状。依《基础教育课程改革纲要（试行）》中“先立后破”的工作方针，本文将教学过程作为研究对象，运用元认知理论，分析、理解教学过程，以探求能实现三维目标的教学统一过程。
本文采用文献分析、教学实践、问卷调查、等研究方法，通过理论思考和教学探索对高中物理学科教学过程进行了系统的分析研究。全文分五章：
第一章是元认知物理教学研究概述。包括研究背景、问题的提出、研究对象、研究方法、研究的意义及国内外研究现状。
第二章是元认知物理教学的理论基础。阐明了元认知的基本理论，奥苏伯尔的有意义学习理论、以及皮亚杰的建构主义学习理论和维果斯基社会建构理论是元认知物理教学的心理学基础，终身教育理论、主体教育理论是元认知物理教学的教育学基础。
第三章是元认知物理教学的教学过程。分析了元认知物理教学过程的知识载体作用，教学活动的认知和元认知两个活动层面的作用与关系（活动），教学促使学生发展的三个努力方向（目标）以求构建成由知识、技能、策略三要素整合的能力网络性结构，并提出相关的教学策略。结合两年多的教学实践探索，关于元认知物理教学操作总结提出物理概念、规律、实验、复习四种课型的元认知物理教学操作方法，以及各个操作步骤的作用、对应的教学策略。
第四章是元认知教学中的学生学习。内容有学生自主学习与“亲历”，学生的课堂自我评价体系，学习小组的组成与运作规则和学生概念图制作。
第五章是元认知物理教学实践。呈现物理概念、规律、实验、复习四种课型的四个教学设计。并对物理复习课的教学步骤进行问卷调查，推测出其教学步骤对一定学生群体有显著效果。
关键词：元认知；物理教学；教学过程；建构主义；主体性
Abstract ：In the year 2004, Ministry of Education of China deploys innovation in high school curricula, which begins only in four provinces for the first time, to meet the needs of the full development of the students with individuality by offering curricula with basic-focused, diversification and multi-levels. The core of the innovation is to cultivate the creative and practical abilities of the students by reconstructing the high school curricula and improving ways of teaching and learning, which pays more attention to the developement of the students'' individuality.
To fully develope the students'' abilities, classroom teaching must reach the dimension aim that is knowledge, skills and sentiment. Old ways of classroom teaching are more likely to concentrate on knowledge, leaving skills and sentiment out of teaching. The essay is to try to find new ways to unify these three in classroom teaching by using metacongnition and analyzing the teaching procedures.
By researches, practice and questionnaire, the essay makes a systemic study of the teaching ways and means of Physics in high school through reflection and explores. The essay has five chapters.
Chapter one, summerize of the metacongnition in Physics, consisting of the study background, raising the question,the study object,, the study methods, the significance of the study as well as the present situations of home and abroad.
Chapter two, the theoretical basic of the metacongnition in Physics, stating that the theory of Autobus instructive study and the theory of architectural study, Piaget basic constructional learning theory and Vygotsky Social Construction are the psychological base of the metacongnition in Physics teaching, while Lifelong Education Theory and the Theoretical Research of the Subjectivity Education are the pedagogy basic of the metacongnition in Physics teaching.
Chapter three, the teaching procedures by using the metacongnition in Physics, firstly analyzing the metacongnition in Physics teaching as a knowledge carrier. It also states the relation and function of cognition and metacongnition in teaching activities.Thirdly, it mentions the three targets of developing the students'' ability during teaching in order to shape the connection among knowledge, skill and strategies. Lastly, it expounds the relevant teaching strategies. Combining the more than two years’ teaching practice and exploration, the author not only summarizes the conduction of Physics teaching the four lesson types of physics concepts, rules, experiments and revision by using metacongnition, but also introduces the fucntion of each step and the relevant teaching strategies.
Chapter four, learning in the metacongnition in Physics.This illustrates the students'' ability to study on their own, to think, to imagine, to analyze and to solve and to start work by themselves, the self assesement , forming a team to work and its rules and the production of concept maps.
Chapter five，practice in the metacongnition in Physics.Presentation of lessons plans of Physics concepts, rules, experiments, revisions classs. The questionnaire is used to predict the teaching effect on the students.
Key words: metacongnition, Physics teaching, teaching procedures, construction idea
第一章 元认知物理教学研究概述
第一节 研究背景和问题提出
一、研究背景
为全面推进素质教育，使教育适应知识经济时代的社会发展对人才的需求，努力培养学生的创新精神和实践能力。教育部制定了《基础教育课程改革纲要（试行）》，广东、海南、宁夏、山东四省2004年进入高中课程改革实验。新课程改革要求学校通过开设重基础、多样化、有层次的课程体系，以满足学生全面而有个性的发展。所以，本次课改以课程的重新构建为突破口，以落实学生个性发展为核心，以改进与完善教师教法和学生学法为重要途径，去实现加强培养学生创新精神和实践能力的主要目的。
