A Study On The Diagnosis And Case Intervention Of Mathematics Metacognitive Assessment For Second-year Junior High School Student

In the context of "double reduction",mathematics education should focus on improving students' learning efficiency and seeking new paths for the development of students' "learning to learn" literacy in order to solve the practical problem of reducing the burden but not the quality.Metacognition has the greatest effect on improving mathematics learning efficiency,emphasizing students' own reflection and monitoring consciousness,so that students can acquire good learning skills and help them gradually acquire the literacy of learning to learn,thus solving the problem of reducing the burden and improving the quality.Therefore,the stud combined the characteristics of metacognition and mathematics,applied existing assessment tools and normative models,focused on the current situation of mathematics metacognitive level of junior high school students,and explored individual mathematics metacognitive interventions.The research questions were:(1)What is the overall status of mathematics metacognitive level of junior high school students in Hexi District of Tianjin?(2)Based on the intelligent diagnosis results,how to propose precise improvement strategies for students with different metacognitive levels? How to implement the strategies intelligently?(3)What are the effects of the interventions for regional and case-specific students based on the smart intervention system?The study used survey research,statistical analysis and literature analysis to diagnose 591 students in grade 8 of five schools in Hexi District by applying the existing Tianjin junior high school students' mathematics metacognitive norm and assessment tool,and to develop a "mathematics metacognitive batch assessment and policy-making system" to intelligently present personalized improvement suggestions for each student.The system also provides individualized recommendations for each student.Based on the regional diagnostic results,we applied the system to implement the intervention as a whole,and selected six students with intermediate level of mathematical metacognition and low learning efficiency from the case class with weak mathematical metacognition to focus on the intervention,and used the case study method and experimental research method to divide the six students into experimental and control groups,and implemented the intervention for three students in the experimental group and three students in the control group from each sub-dimension of mathematical metacognition.intervention and 3students in the control group without intervention.After twelve weeks,the overall intervention effect was measured using a quantitative difference in performance,and the individual intervention effect was evaluated in a comprehensive manner by combining both the mathematics metacognitive post-test of the case students and the external evaluation of the mathematics teachers.The study findings were as follows.1.The overall current level of mathematics metacognition of junior high school students in Hexi District is good,in the middle and upper level of Tianjin,and the level of metacognitive knowledge and monitoring is comparable and better than metacognitive experience.The level of mathematics metacognition varied significantly among different schools,and School D was significantly better than School X,School P,School E,and School S.Therefore,School X classes were randomly selected for case class diagnosis.The mathematical metacognition of the case class was slightly lower than the average level of mathematical metacognition in Hexi District,with better metacognitive knowledge and experience and weaker metacognitive monitoring.The main dimensions of mathematics metacognition of the case students each have strengths and all have shortcomings to be improved.Student A has deficiencies in metacognitive knowledge,Student B has metacognitive affect to be improved,and Student C has a slight deficiency in metacognitive monitoring.2.We constructed a mathematical metacognitive intervention model,proposed improvement strategies from students' perspectives for ten sub-dimensions,and developed a "mathematical metacognitive batch assessment and implementation system" to present precise improvement strategies to each student.3.After the mathematics metacognitive intervention,the overall mathematics learning performance improved,and the mathematics metacognitive level and behavioral performance and learning efficiency of the case students improved,so the mathematics metacognitive intervention model and the intelligent policy-making system were applicable and the intervention improvement measures were effective.