A Study Of Pupils' Self-monitoring Learning Ability Training In Math Teaching In Elementary School

Self-monitoring learning ability is one of the key components of students' meta-learning ability. Most recently, the studies on students' self-monitoring learning ability fall into the following three areas. First, the related theories focus on the characteristics of students' self-monitoring ability, the factors which can influence this kind of ability, and how to train it in different disciplines. However, there is lack of further theory analysis on students' self-monitoring learning now because of its complexity. Second, experimental studies are more interested in the relationships between students' grades and the ability of students' self-monitoring learning. Finally, most studies on self-monitoring learning training focus on single factor. The training style is simple; the training is not well combined with different disciplines; the training ways are not systematical; and researchers use grades as the indicator of the training effect.Based on the previous researches, this study focuses on improving students' ability of self-monitoring learning, as well as improving students' qualities. Then this study tries to systematically study the feasibility of training students' self-monitoring learning in math teaching in elementary school and how to put it into practice and tries to disclose the relationships between the development of self-monitoring learning ability and class education infiltrating and the relationshipsbetween pupils' self-monitoring learning ability and psychological qualities using literature analysis, questionnaire, factor analysis, and educational experiments. This study includes four parts: developing pupils' self-monitoring learning questionnaire, studying the characteristics of pupils' self-monitoring learning, theories analysis of students' self-monitoring learning ability training in math teaching, and experimental studies of students' self-monitoring learning ability training in math teaching. The results are:(1) The "Pupils' Self-monitoring Learning Questionnaire" has good reliability and validity. A first-order model of pupils' self-monitoring learning consist 8 factors: ability to remedy, ability to get feedback, ability to prepare, ability to draw a conclusion, ability to find and use methods, ability to make plans, ability to execute, and ability to be conscious. A second-order model consist 3 super-ordinate factors: optimizing learning, executing learning, and plan learning. Confirmatory factor analysis tells us the ideal model is that a third-order model consisting one factor, a second-order model consisting 3 factors, and a first-order model consisting 8 factors.(2) The process of pupils' self-monitoring learning is both a diachronic process and a time slice structure. The differentiation of some of the characteristics of pupils' self-monitoring learning is uncertain. We can improve students' ability of self-monitoring learning by conducting training it through the process of students' task study.(3) General characteristics: the level of students' self-monitoring learning at grade 4, 5, 6 is not high. By descending order, the means of the 8 factors of a first-order model is: ability to remedy > ability to prepare > ability to find and use methods > ability to draw a conclusion > ability to make plans > ability to execute > ability to get feedback > ability to be conscious,This means the students at 4, 5, 6 grade are strong in ability to remedy and ability to prepare and are weak in ability to get feedback and ability to be conscious.(4) More detailed characteristics: girls' self-monitoring learning abilities are significantly higher than that of boys; pupils' self-monitoring learning abilities are significantly higher in students who are at well-know schools than those who are at...