A Study On The Training Strategies Of Mathematical Metacognitive Ability Of Seventh Grade Students

As a novice teacher who has paid much attention on developing students mathematics learning ability,the author notices that mathematics learning ability has much to do with students’ academic performances and has played an important role on learning mathematics.In the process of teaching practice,how to cultivate students’ mathematics learning ability has become a hot topic among math teachers.Mathematics learning is not only constrained by the intelligence level of students,but also affected by their mentality.Based on the psychological theory,Metacognition Learning Theory can be applied for teaching students how to study mathematics and developing their learning ability,and a good combination of both can achieve better teaching results.The research objects of this thesis in question are 7th grade students this author is teaching now.The main problem for students in this early learning stage,as far as the author has concerned,is that they are accustomed to solve problems primarily on imaginary thinking rather than abstract logical thinking.What ’ s more,due to students’ poor self-learning ability,they normally skim the surface of the problems instead of understanding the root causes beneath.The main purpose of secondary education is to develop students’ abstract logical thinking,which requires a high level of cognitive ability.The development of cognitive ability is relatively easy to achieve through cultivating Metacognition Ability because students who are capable of cognising themselves and have a good command of such cognitive methods as monitoring,adjustment and strategy learn to rethink effectively in their studying and dig deeper to find the roots of problems,thus improving self-learning ability and scores effectively.The first chapter introduces Background and Significance of the problem,as well as its research status at home and abroad.The second chapter introduces Metacognition theory.The third chapter probes into the relationship between middle school mathematics and metacognition,ranging from the thinking features of junior students,the factors influencing scores to the impacts metacognition could have on mathematics learning.In the fourth chapter,taking students in 7th grade as research object,the authoranalyses and compares students’ midterm grades and metacognition survey grades,and finds their significant relations.The fifth chapter looks for strategies to cultivate the 7th students ’ ability of metacognition,ranging from analysing Metacognition from the teaching materials,improving educating results which reflects metacognition in real classes to the process of problem solving as well as students’ rethinking.According to the study,the author finds Metacognition Theory is helpful for 7th grade students to learn mathematics.It is an effective means to improve students Mathematics-learning ability and stimulate interests in learning mathematics.