The Research On The Self-monitoring Ability's Characteristics And Intervention Of The Students On Middle Division Stage With Mathematics Learning Disabilities

The students from middle normal school have poor learning foundation.How to make these students with poor mathematics study learn to study autonomously and improve their abilities of self-monitoring?This paper investigates the status quo of self-monitoring among students with mathematics learning difficulties in order to study the characteristics of self-monitoring among students with mathematics learning difficulties and its intervention effect and puts forward some targeted educational suggestions finally.Research ?:With the use of the self-monitoring ability questionnaire for mathematics learning,research 1 investigates the students in grade 1,2 and 3 of the five-year system inquiresinto the self-monitoring characteristics of students with mathematics learning difficulties.Research ?:Using integration strategy including self-questioning and self-explanation intervene in the self-monitoring of students with mathematics learning difficulties.The results are as follows:(1)The total scores of self-monitoring ability of students on middle division stage in mathematics learning difficulties,as well as the four dimensions of planning,management,inspection,and evaluation are low.(2)There is a significant difference in self-monitoring ability between excellent students and disabled students on middle division stage in mathematics learning.(3)There are gender and grade differences in self-monitoring ability of students on middle division stage with learning disabilities,but there is no urban-rural difference.Boy students with learning difficulties on middle division stage have higher self-monitoring ability than girl students obviously.This advantage reflects in these four dimensions:plan,regulation,test and supervision.Juniors with learning difficulties on middle division stage have higherself-monitoring ability than freshmen and sophomores.But there is slight difference between freshmen and sophomores.The level of juniors are higher than freshmen and sophomores in the dimensions of plan,regulation and supervision.Compared with freshmen,sophomores have a higher level in evaluation.There is no obvious difference among these three grades.(4)There were significant differences between the experimental group and the control group in post-test scores.But the self-monitoring ability and pre-test scores of each dimension between them don't have obvious difference.Research conclusion:The overall level of mathematics self-monitoring ability of students on middle division stage in mathematics learning difficulties is low,especially in the four dimensions of planning,management,inspection and evaluation;the integration of self-questioning strategies and self-explanatory strategies can effectively improve the overall level of self-monitoring ability of students with learning disabilities.This paper puts forward some teaching suggestions for students with poor mathematics learning difficulties ability on middle division stage:(1)Emphasize the cultivation of the ability to plan,manage,inspect,and evaluate students on middle division stage in mathematics learning difficulties.(2)Integration of self-questioning strategy and self-explanation strategy is helpful to the training of self-monitoring strategy.(3)Pay attention to the gender difference among the students with learning difficulties on middle division stage during the intervention training.(4)Pay attention to the grade differences among the students with learning difficulties on middle division stage during the intervention training.