| Innovation is the inexhaustible power of a country’s development and strength,and cultivating innovative talents is an inevitable requirement to enhance China’s international competitiveness.Mr.Tian Jiabing,a Hong Kong entrepreneur and philanthropic educator,once said that the 21 st century is the century of Chinese people and China’s hope lies in education.It is imperative to make efforts in education and cultivate the concept of creative thinking among students in teaching.High school is an important stage for students to learn,develop and grow.To learn more efficiently and effectively,it is inevitable to plan and arrange,reflect and adjust study plans and learning tasks.Responding to the call of the times and finding the right starting point,the author conducts a study on the current situation and the relationship between metacognitive strategies and creative thinking concepts in mathematics for high school students.This study investigated and analyzed 556 students in two high schools in Xining to understand the current situation of mathematical metacognitive strategies and creative thinking concepts of mathematics among high school students,analyzed the differences in mathematical metacognitive strategies and creative thinking concepts of mathematics among high school students of different grades and genders,and explored the relationship between mathematical metacognitive strategies and creative thinking concepts of mathematics,and obtained the following conclusions.1.High school students’ use of mathematical metacognitive strategies was good,with the mean scores of each dimension ranked from highest to lowest: monitoring strategy dimension,reflection and regulation strategy dimension,and planning strategy dimension;there were significant grade differences in mathematical metacognitive strategies among high school students;there were no significant gender differences in mathematical metacognitive strategies between male and female students.2.High school students’ conceptions of creative thinking in mathematics still need to be strengthened,and the mean scores of each dimension in descending order are:logical thinking concept dimension,dialectical thinking concept dimension,horizontal and vertical thinking concept dimension,inspirational thinking concept dimension,imaginative thinking concept dimension,and divergent thinking concept dimension;there is no significant grade difference in high school students’ creative thinking concepts in mathematics;there is a significant difference between male and female students’ creative thinking concepts in mathematics.3.There is a significant positive correlation between the use of mathematical metacognitive strategies and creative thinking concepts in mathematics among high school students,and the higher the use of students’ mathematical metacognitive strategies,the more beneficial to the formation of students’ creative thinking concepts.Also mathematical metacognitive strategies and substrategies can be used to predict the conception of creative thinking in mathematics.4.The regression equation of mathematical metacognitive strategies on the conception of creative thinking in mathematics was: conception of creative thinking in mathematics =0.671 × mathematical metacognitive strategies + 0.868.The regression equation of the three dimensions of mathematical metacognitive strategies on the conception of creative thinking in mathematics was: conception of creative thinking in mathematics = 0.238 × planning strategies dimension + 0.l89 × monitoring strategies dimension + 0.245 × reflection and regulation strategies dimension + 0.867.Based on the statistical results,suggestions for developing mathematical metacognitive strategies and constructing the concept of creative thinking in mathematics are given from the perspectives of school management,teachers’ teaching,and students’ learning by combining previous research,educational practice,and communication with front-line teachers. |
