| Teaching students how to solve mathematics problems is the important task of the middle school mathematics teachers. And students’meta-cognitive level is an important aspect that influences problem solving. In mathematical learning activities, students are limited in cognitive category during problem-solving activities. They lack the preparation of meta-cognition. Based on the significance of meta-cognition in problem solving and the present problem-solving situation of senior students, to enhance the reliability and validity of the research, this study attempts to explore how to develop students’problem-solving abilities through meta-cognitive questions teaching strategy in daily problem-solving activities.Theoretically, through combing literature, explore strategies of meta-cognitive questions during problem-solving teaching:(1)The period of problem-solving preparation. Through exploring relative knowledge and experience of the question, carry out meta-cognitive question, to make the understanding of the question from surface to profound.(2) The period of making problem-solving plan. By using strategies such as setting the aim, analyzing the problem and working backwards, carry out meta-cognitive questions.(3) The period of carrying out problem solving plan. Analyze problem-solving activities through meta-cognitive questions and then make problem-solving plan practical.(4) The period of reviewing and reflecting. Through reviewing language points, concluding problem-solving methods and divergent thinking carry out meta-cognitive questions, to form excellent problem-solving cognitive structure.From practice, through teaching experiment, and combined with case studies, questionnaires and interviews to explore the significance and value of Meta-cognitive Questions in Mathematical Problem Solving. The results show that:(1) After experiment, the individual aspect of meta-cognitive knowledge, the aspects of meta-cognitive experience and the aspects of meta-cognitive strategies, planning, regulation, evaluation and reflection, the test showed significant differences. Students’meta-cognitive level in mathematics problem solving has been improves obviously compared with the situation before the experiment.(2) After the experiment, senior students of arts in average class improve quicker than senior students of science in average class in affective factor.(3) The meta-cognitive question teaching strategy is efficient to student’s meta-cognitive level in problem solving.(4) After a semester experiment, students’math scores have been improved quickly. So, meta-cognitive questioning teaching strategy is significant in improving meta-cognition and math scores in mathematical problem solving. |
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