Research On The Relationship Between The Vector Problem Solving Ability And Metacognition Level Of High School Students

The Ministry of Education issued the "General High School Mathematics Curriculum Standards(2017 Edition)",Mathematics curriculum standard points out that mathematics education needs to cultivate students’ core literacy,this study aims to explore the relationship between high school students’ vector problem solving ability and metacognition level.The paper is compiled with the vector content in the2017 edition of the general high school mathematics curriculum standard.A vector problem-solving test paper is prepared to measure student’s mathematical problems solving ability.The Metacognitive Questionnaire in Mathematical Problem Solving compiled by Professor Tang Jianlan of Guangxi Normal University,was used to measure students’ metacognitive level.Conduct qualitative and quantitative research through questionnaire surveys and interviews.Taking the students of 3 science classes and 2 liberal arts classes of a middle school in A City of Jiangxi Province as the research objects,the questionnaires and test papers were issued to the students of 5 classes to study the relationship between the mathematical problem-solving ability and metacognitive ability of high school students.The research conclusions are as follows:1.The Status Quo of High School Students’ Vector Math Problem Solving Ability.On the whole,student’s vector problem-solving ability is at an intermediate level.The ability to solve conceptual problems and computing problems of plane vector is fine,but the ability to solve application problem of plane vector is not high.Boys have higher plane vector problem-solving ability than girls,and science students have higher plane vector problem-solving ability than liberal arts students.2.The current metacognition situation of high school students.(1)The level of metacognition of high school students is average,and most of them are at an intermediate level.For the perspective of the three metacognition dimensions,the level of metacognitive strategies is relatively low.(2)The metacognitive level of all students is at the middle level,and the metacognitive level of men is slightly higher than that of women.There are significant distinction between male and female students in the dimensions of metacognitive knowledge and metacognitive strategies,and boys are significantly higher than girls.In the dimension of metacognitive experience,there is no significant distinction between boys and girls.(3)The overall level of metacognition of students in science classes is higher than that in liberal arts classes.In terms of metacognitive knowledge,there is major distinction in the survival of liberal arts and sciences,and there is no significant distinction in metacognitive experience and metacognitive strategies.3.The correlation between vector problem-solving ability and metacognition level of high school students.(1)There is a significant correlation between problem solving ability and metacognition level.The level of metacognitive strategies dimension has a more significant impact on students’ problem-solving ability.(2)There is a correlation between metacognition and students’ vector concepts problem-solving ability Metacognition is significantly related to problem solving ability in volume oriented applications.(3)Metacognitive knowledge,metacognitive experience,metacognitive strategies and vector conceptual problem-solving ability,vector operation problem-solving ability,and vector application problem-solving ability are all related.Metacognitive strategies have the strongest correlation with the problem-solving ability of plane applications,followed by the problem-solving ability of plane vector operations,and the weakest correlation with the problem-solving ability of plane vector concepts.Finally,on the basis of the research conclusions,this paper puts forward some suggestions for teachers’ teaching.