An Empirical Study On The Development Of Students' Mathematical Meta-cognition In High School

With the rapid development of science and technology,the importance of "learning knowledge" has been replaced by "learning to learn",and "learning to learn" has become the essential core quality and key ability of every social citizen.Mathematics education needs on the basis of the basic characteristics of the subject,the development of the students "learning to learn" core literacy to seek a new path,while the metacognitive learning skills in the acquisition and application of plays an important role and significance,so this research combining with the characteristics of metacognition and mathematics discipline,focus on the development of high school mathematical metacognition level teaching ".Firstly,the connotation and structure of metacognition and mathematical metacognition theory were sorted out by literature method,and the basic dimensions of the mathematical metacognition level questionnaire to be compiled were determined.The rationality of the questionnaire was compiled and verified,and the formal questionnaire was finally formed.Then,the questionnaire was used to test the students in the second grade of the experimental high school to understand the status quo of students' metacognitive level of mathematics.According to the existing problems,the case teaching based on the metacognitive level of mathematics was explored.The research conclusions are as follows:(1)The "High School Students' Mathematical Metacognition Level Test Questionnaire" based on the mathematical metacognition theory in this study,after revision,has good reliability and validity,and meets the basic requirements of statistical measurement,which can be used to measure students in the future.Mathematical metacognitive level provides the basis.(2)From the data analysis results of the questionnaire survey,it is found that the mathematics metacognition knowledge level of the second-grade students in the experimentalschool needs to be improved.If the relationship between the old and new knowledge is not good,the knowledge framework cannot be grasped as a whole;The mathematical emotional experience is more negative and negative,lacking the enthusiasm of learning;in the process of mathematics learning,there is a lack of reflection and summary in the way of thinking and problem solving.(3)After the teaching of the lesson,the results of the questionnaire data,test papers and interviews show that the students' mathematics metacognition level has improved,especially the students' task knowledge and emotional experience level have been significantly improved,indicating that based on the mathematical metacognition level The exploration of class teaching helps to improve students' mathematics metacognition level and is feasible.Finally,according to the Institute obtained revelation,we made a number of recommendations,to find the path for the development of students' mathematics meta-cognition in high school.