A Survey Of The Influence Of Metacognitive Strategies On Junior High School Students' Problem Solving Activities In Plane Geometry

Plane geometry is an important part of junior high school students' learning,and the level of students' plane geometry problem-solving ability is an important embodiment of students' mathematical ability.Therefore,to explore the thinking process of students in the plane geometry problem-solving activities,based on the theory of metacognitive strategies,to analyze the influence of metacognitive strategies on students' problem-solving activities,which will help teachers understand the characteristics of students' geometric thinking,and provide useful enlightenment for teachers to clearly cultivate the application of metacognitive Strategies in students' geometric problem-solving activities.By analyzing and comparing the existing research results,metacognitive strategies are generally divided into three main dimensions: planning strategy,monitoring strategy and regulation strategy.Based on the theory of metacognitive strategy,this paper will observe the students' thinking activities of solving plane geometry problems: 1.What strategies do junior high school students use more in solving plane geometry problems? 2.How do different students use strategies when solving problems with different difficulties?Based on the research results of metacognitive strategies and thinking activities of plane geometry problem solving,this paper proposes specific indicators to describe the use of metacognitive strategies in students' plane geometry problem solving activities.In this paper,the questionnaire of "investigation and research on the factors influencing the problem-solving activities of plane geometry" is designed to understand the situation of students' use of strategies in problem-solving activities.At the same time,the test paper "isosceles triangle" and interview outline are compiled to analyze the thinking process of students' actual problem-solving activities,and the use of metacognitive strategies in problem-solving activities is analyzed by interview.On the basis of questionnaire,test paper and interview,through comparative analysis,the conclusion is drawn as follows:1.In plane geometry problem-solving activities,students use more planning strategies;planning strategies have a greater impact on plane geometry problem-solving activities;2.Students with strong ability to solve geometry problems use more planning strategies;3.Students with medium ability to solve geometry problems use less adjustment strategies.