元认知在数学问题解决迁移的作用

发布时间：2018-03-03 00:03

本文选题：元认知　切入点：数学问题解决　出处：《华中师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：元认知,对“认知”的“认知”,是以认知活动作为作用对象的更高一级的思维活动。数学问题解决是数学教育的核心问题。数学问题解决的本质是迁移,迁移是体现学习能力的核心指标之一。分析元认知在数学问题解决迁移的作用,对于提高学生的迁移能力和问题解决能力非常有意义。本文在相关理论的基础上,从数学问题解决迁移的两个角度——问题解决过程中的迁移和作为数学问题解决策略的迁移出发,通过具体的案例来分析元认知在数学问题解决迁移的作用。从问题解决过程中的迁移这个角度,元认知的作用体现在：(1)在审题阶段,通过元认知知识引导学生主动与认知结构中熟悉的数学结构和问题联系起来,建立正确的内在表征,克服负迁移的消极影响,且重新审视问题的内在结构,赋予其新的含义。(2)在拟定计划阶段,通过元认知知识使解题者有效地找到迁移的思想、方法和解题策略等。元认知可以提高解题者的自我调控能力,一旦思路出现偏差和错误,元认知体验和元认知监控能引导解题者修正目标,把注意力集中到要迁移的数学问题和问题解决目标,直至建立正确的解题计划。(3)在回顾阶段,元认知促使解题者主动反思已有的认知活动,吸取成功的经验和失败的教训,将其纳入认知结构,同时思考其他更有效的解法并总结解题经验,丰富自己的认知结构和元认知结构,为未来的问题解决迁移服务。从作为数学问题解决策略的迁移这个角度,元认知的作用体现在：(1)通过元认知知识帮助解题者搜索“源题”,实现迁移的可能。(2)通过元认知体验和监控正确利用“源题”,实现问题解决迁移。(3)通过元认知知识及元认知体验,形成新的解题策略。
[Abstract]:Metacognition, "cognition" of "cognition", is a higher level of thinking activity with cognitive activity as the object of action. Mathematical problem-solving is the core problem in mathematics education. The essence of mathematical problem-solving is transfer. Transfer is one of the core indicators of learning ability. Analyzing the role of metacognition in mathematical problem-solving transfer is of great significance to improve students' transfer ability and problem-solving ability. Starting from the two angles of mathematical problem-solving transfer-the transfer in the process of problem-solving and the transfer as a mathematical problem-solving strategy, The role of metacognition in mathematical problem-solving transfer is analyzed through specific cases. From the perspective of transfer in the process of problem-solving, the role of metacognition is reflected in the stage of examining the problem. By means of metacognitive knowledge, the students are guided to connect with the familiar mathematical structure and problems in the cognitive structure, to establish the correct internal representation, to overcome the negative influence of negative transfer, and to re-examine the internal structure of the problem. Giving it a new meaning. (2) in the planning stage, the problem solver can effectively find the ideas, methods and strategies of transfer by means of metacognitive knowledge. Metacognition can improve the self-regulation ability of the problem-solver, and once there are deviations and errors in the thinking, Metacognitive experience and metacognitive monitoring can lead the problem-solver to correct the goals and focus on the mathematical problems and problem-solving goals to be transferred until the correct problem-solving plan is established. Metacognition causes problem solvers to actively reflect on existing cognitive activities, absorb successful and failed lessons, and incorporate them into cognitive structures, while thinking about other more effective solutions and summing up problem-solving experiences. Enrich their cognitive structure and metacognitive structure, serve for future problem-solving migration. The role of metacognition is embodied in: 1) helping solvers search "source problems" through metacognitive knowledge, realizing the possibility of transfer. 2) realizing problem solving transfer through metacognitive experience and monitoring and correct use of "source problems" through metacognitive experience) through metacognitive knowledge and metacognitive experience. Form a new strategy for solving problems.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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