Study Of The Comparison Between The High School Star And Ordinary Maths Teachers’ Metacognition In Problem Solving Teaching

Mathematics teachers’problem solving metacognition is maths teachers’metacognition in problem-solving teaching, it means that maths teachers’self-awareness, self-monitoring, self-regulation in problem solving teaching. Under the situation that "The Automatic Learning","Learn How to Learn" have gradually become the main theme of today’s education, teaching metacognition is not only a kind of high level thinking activities, but also an important method to improve maths teachers’teaching ability and teaching efficiency.It has still been not much in researching maths teachers’problem solving metacognition at home and abroad, especially combining with the teaching activities to research the three dimensions of teaching metacognition. Alice F. Artzt and Eleanor Armour-Thomas had built up a framework for studying teacher metacognition underlying instructional practice in mathematics (TMF), and they also examined the components of metacognition underlying the instructional practice of experienced and green hands teachers of secondary school mathematics, found that there were certain differences between them.This study interviewed six teachers about three dimensions detailedly, which included Superfine and common grade mathematics teachers, with the purpose of surveying maths teachers’metacognition, combined with the methods as interview and case study in problem-solving teaching and so forth. Those dimensions are:a) the metacognitive knowledge in problem solving teaching of maths teacher; b) the metacognitive experience in problem solving teaching of maths teacher; c) the metacognitive monitoring in problem solving teaching of maths teacher. And selected a star teacher and a common teacher to analysis their teaching activities deeply, according to TMF, including three stages, which are preparing lessons, teaching, and self-examination after class. Through the analysis approach of the two teachers’cognition, experience and monitoring, in problem-solving teaching activities three stages, the author found that star teacher had richer and more profound theory knowledge and pedagogy knowledge, were better at planning, assessing, monitoring, can be more flexibility to use all kinds of strategy, more superior abilities of monitoring in class and introspecting after class. It also proved Alice F.A RTZT and Eleanor Armour-Thomas’s conclusion, which showed that certain diversities were existed in the three stages of the classroom instruction for different teaching levels of mathematics teachers’teaching metacognitive.At the end of the study, the author also put forward some improving ordinary mathematics teachers’teaching metacognition ways and means, such as through special training to increase the theory knowledge, by teaching practice to improve the capacity of using teaching metacognition in routine teaching activities, by interflow with excellent teachers especially star teachers to close the gap, etc.