Research On The Causes And Countermeasures Of "Number Of Poor Students" In The Middle Of Primary School From The Perspective Of Metacognition

Mathematics is a compulsory subject in primary school and plays an important role in the cultivation of logical thinking and rational ability,but some students will feel difficulties in learning mathematics in the middle grade,and even fail the grade,forming a group of students with numerical difficulties.Transformation of digitally impoverished students is important for educators.Studies have shown that metacognitive ability is closely related to academic performance,which can improve individual learning styles,generate learning efficiency,and enhance academic performance.Therefore,literature analysis,questionnaire survey and interview methods were used to explore the specific weaknesses of the cognitive ability of digital hardship biotics,and find out countermeasures to realize the transformation of digital hardship students.Through the literature method,we can understand the metacognitive theory and the situation of students with numerical difficulties,and understand the characteristics of students in the middle of primary school.With the help of the "Primary School Mathematics Application Problems to Solve the Metacognitive Questionnaire" compiled by three scholars,Tang Jianlan,Zhou Ying and Tang Fucheng,a total of 36 objective multiple-choice questions were conducted from the three dimensions of metacognitive knowledge,metacognitive experience and metacognitive monitoring,and a four-point scoring method was used to investigate a total of 247 middle-grade students in two schools in Guangzhou.Interviews with students,parents and teachers provide a comprehensive understanding of students’ learning and the educational styles of teachers and parents.The survey found that both primary schools had a significant number of poor students in the middle grade.Their questionnaire scores in all three dimensions were generally low,and there was a significant gap between them and outstanding students,and their metacognitive ability was lacking.Specifically,the degree of understanding of the meaning of the question is not high,the ability to link the question type is insufficient,the correct problem-solving experience is lacking,and the mathematical review ability is poor.Combined with the interview,it is found that the causes of the problem of survival in digital distress can be summarized in three levels.At the level of metacognitive knowledge,the individual’s own cognition is not clear,the task-based knowledge structure is chaotic,and the knowledge of learning strategies is lacking.At the metacognitive experience level,self-efficacy is low,learning interest motivation is insufficient,and learning achievement is relatively lacking.At the metacognitive monitoring level,the ability of self-reflection and summary is insufficient,the ability of self-monitoring is insufficient,and the awareness of mathematical monitoring is weak.According to metacognitive theory,in order to help students with numerical difficulties solve the difficulties in mathematics learning,measures need to be taken from two aspects: on the student side,students with mathematical difficulties should establish a correct metacognitive knowledge system,pay attention to cultivating a sense of self-achievement,and strengthen self-monitoring and regulation.In terms of teachers,teachers should learn the knowledge of the metacognitive system,understand the different metacognitive levels and characteristics of students,enrich students’ classroom embodiment,and stimulate students’ desire for knowledge.At the same time,it cultivates students’ metacognitive self-monitoring ability,helps students develop self-learning ability,and promotes the transformation of students with numerical difficulties.