Investigation On The Level Of Mathematical Metacognition Of Seventh Grade

The new curriculum reform puts forward that "we should pay attention to the results of students' learning,but also to the process of students' learning".The phenomenon of "knowing but not knowing" emerges one after another.Teachers can receive the signals that students understand in class,but students often give feedback,which can not be used well in practical operation,and students lack of thinking and reflection on the process.This phenomenon is most obvious among seventh grade students.The seventh grade students are in the transition period from primary school to junior middle school,from concrete thinking to abstract thinking,and their learning methods are still in the transition stage from imitation learning to active exploration.Metacognition is just the factor that can solve this problem.Referred to the Questionnaire on the Characteristics of Mathematics Metacognition of Junior Middle School Students compiled by Professor Guangming Wang,this study modified the questionnaire and combined with expert opinions to compile a questionnaire suitable for the mathematics metacognition level of seventh grade students.Using SPSS22.0 for data analysis,combined with interviews,this paper obtains the basic situation of seventh grade students' mathematical metacognition level,as well as the differences of mathematical metacognition level among excellent students,middle students and poor students,and then puts forward teaching suggestions for ten sub-dimensions of mathematical metacognition.The results show that:(1)The seventh grade students are in the middle level of mathematical metacognition.On the whole,they have certain metacognition ability,but the development is not balanced.In the dimension of mathematical metacognitive monitoring,the performance is more outstanding,to a certain extent,they can monitor their own problem-solving process circulatively,but they lack a certain metacognitive experience in the process of problem-solving.(2)knowledge of eugenics,middling and poor student's mathematical metacognition level exists significant difference,greatly influenced by adjusting the dimension of mathematical meta-cognitive monitoring,medium life and learn healthy birth only in mathematical meta-cognitive monitoring management sub dimensions have significant correlation in dimension,on the other nine dimensions,there is no significant difference of poor student's mathematical metacognition level and learning eugenics there exist significant difference compared with the secondary raw.