A Study On Metacognitive Ability Of Senior High School Students In Solving "Geometric Proof" Problem Solving

Metacognition is often called "cognition about cognition".It is about an individual’s knowledge of their own cognitive processes and regulation.Metacognition has become a hot spot of research in academic education today.The thesis is an investigation on the metacognitive ability in geometric proof problem solving under the theory of metacognition combining the concrete branch of concrete mathematics discipline-geometric proof by using the method of literature research, questionnaire survey, interviews and other methods.This research benefits theory and experience both at home and abroad through using for reference.According to the characteristics of the Mathematics subject, combining with the thinking process in geometric proof problem solving,we attempt to measure and evaluate the high school students’ metacognitive ability in geometric proof problem solving so as to understand the current status quo of metacognitive abilities of high school students and call attention to the cultivating of it and offer a reference for the reform in the mathematics instruction as well.This paper is divided into three parts.In the first part,we analyze and summarize the theory and empirical research on the domestic and abroad, find out the research contents of this paper from it, put forward the significance of this study, and define the relevant concepts.In the second part,we work out the test questions and questionnaire, investigate the metacognitive ability of high school students in the geometric proof of the problem and use SPSS software to analyze the survey data. At the same time, to improve the reliability of the survey results, different levels of students were chosen to be interviewed, then we analyze the interview results.In the third part,,we draw the corresponding conclusion synthesizing the above theories and analytical results. Then we put forward some strategies for cultivating students’ metacognitive ability.Through questionnaires and interviews analysis, we can draw the following conclusions.First,the level of meta-cognitive abilities have an important impact on student problem solving efficiency.Second,management and regulation aspects of meta-cognitive structure have the greatest impact on student solving achievement. Third, high school students have low metacognition in the problem solving of "geometric proofs".Fourth,they lack of necessary and sufficient metacognitive knowledge.Fifth, the high school students lack of a higher metacognitive experiences, so that they are susceptible to disturbances during problem solving.Sixth,the high school students have lower metacognitive monitor.They can not select and adjust problem-solving strategies efficiently.