The Investigation Of The High School Mathematics Learning Self-monitoring Ability

One of the goals of the basic education curriculum reform is to let the students learn to study. That students learn how to learn is the basic of learning self control, and the learning ability and the future development are closely related with self monitoring ability. At the same time, there is the existence of low self-monitoring ability of students and that teachers do not pay attention to cultivation of self control ability of the phenomenon. So this paper is doing system research on the phenomenon of the senior high school students’ mathematics ability of learning self control.This article is in practical condition to investigate senior high school students’ mathematics learning self monitoring ability. Through self-designed questionnaire and in-depth analysis found:firstly,the overall level of the senior high school students’ mathematics learning self monitoring ability is not high and the differentiation degree is bigger. Secondly, the senior high school students’ mathematics learning self monitoring ability has significant school difference. Key schools and ordinary schools have significant difference both in the total scale of self monitoring and various dimensions of self monitoring ability. Thirdly, there are significant gender differences in total scale of senior high school students’ mathematics learning self monitoring ability, but in the subscales, other dimensions do not have significant differences except in the management dimension. Lastly, the senior high school students’ mathematics learning self monitoring ability do not have significant grade difference., but there are significant differences in individual table inspection dimensions of self-monitoring ability. Then through the classroom observation, how the students’ self control ability is influenced by teachers before class, the classroom lectures and review after class is found. It was found that there are factors that is beneficial to improve the ability of self monitoring and also not conductive to improving the self monitoring ability. For example, the main performance of students in the degree of vague, the hidden process of problem solving, in-game cut-scenes type class summary, the lack of communication between students and the lack of feedback strategy of the problem. Through the case method, it is found that the wrong topic analysis is helpful to improve the students’ mathematical self-monitoring ability, especially for improving middle students’ self-monitoring ability. Finally, according to the conclusion,the author put forward some reference suggestions on how to develop senior high school students’self control ability and hope that it is helpful for middle school teachers under the background of the new curriculum.