The Cultivation Of Mathematics Metacognitive Ability Of Junior Middle School Students

As a high-level thinking,metacognitive ability emphasizes reflection and criticism.It coincides with the preciseness,high thinking and abstraction in mathematics,which plays an important role in students' mathematics learning.Teacher L of Zhenhua Middle School has already had some theoretical research on the cultivation of students' mathematical metacognitive ability.This study will go into Teacher L's classroom to investigate whether Teacher L's measures to train students' metacognitive ability in mathematics are effective,and based on this analysis,we can summarize some suggestions for reference.The research method in this paper is a hybrid research method combining quantitative research method and qualitative research method.The author first retrieved relevant literature and combed and analyzed it.Then the author formulated test questionnaires and interview outlines in advance,and used the internship opportunities to conduct pre-test,post-test,interview,etc.The author walked into Teacher L's classroom to observe ecording.Finally,the author combined with the analysis of all the data collected above,it is judged whether the training measures are effective,and feasible suggestions are extracted.This study draws the following research conclusions:(1)Under the training measures of teachers' conscious metacognitive ability,students' mathematical metacognitive level has been significantly improved,and such training is effective.(2)Suggestions for first-line middle school mathematics teachers:? In mathematics teaching,teachers should collect mathematics metacognitive knowledge and pay attention to system teaching;?Teachers should focus on "metacognitive prompts" in the interactive teaching process;?Give the class to the students,let the students give a lecture,and the students evaluate each other.