A Research Of Meta-cognition Forming In Mathematical Problem Solving Of Senior Three Students Of Art

Teaching students how to learn is we educators'urgent and fundamental task. And the meta-cognitive level of the students is an important aspect of their learning ability, while their meta-cognitive ability tend to be reflected and developed in the process of problem solving. Mathematical problem solving is the most important elements of mathematics learning, and the level of Meta-cognition of individual in mathematics problem solving directly influences the quality and efficiency of mathematical problem solving. However, in teaching practice, most of the students of art have cognitive difficulties in math learning, and their meta-cognition is also relatively low. Based on the significance of meta-cognition in mathematics learning and the learning situation of senior students of art, this study attempts to explore improving teaching strategies of senior three art students'meta-cognitive level in mathematical problem solving.To enhance the reliability and validity of the research, this study was carried out mainly in terms of theoretical and empirical aspects, and using various methods to authenticate it.Theoretically, exploring improving teaching strategies of senior three art students'meta-cognitive level in mathematical problem solving:(1) the enhancement of meta-cognitive knowledge in learning the basic knowledge of mathematics. (2) the use of Polya to orient meta-cognitive monitoring. (3) optimization of meta-cognitive strategies by reflection. (4) strengthen students'meta-cognitive experiences by mentioning the beauty of mathematics.From practice, through teaching experiment, and combined with case studies, questionnaires and interviews to explore the significance and value of improving teaching strategies of senior three art students'meta-cognitive level in mathematical problem solving.The results show that:(1) After the experiment, the paired samples t test showed significant differences in the meta-cognitive knowledge task dimension and each dimension of meta-cognitive strategies. With the help of the four teaching strategies, the overall level of senior three students'meta-cognition significantly improved compared with before. (2) Using the four teaching strategies, students'meta-cognitive level of mathematical problem solving has improved significantly. (3) The four teaching strategies on students are effective in raising their level of meta-cognition. (4) Under the control of different teaching strategies, the students'achievement improved significantly after a semester of training. The four teaching strategies are meaningful in improving meta-cognitive level of art students in mathematical problem solving.