初中生数学元认知现状分析及培养策略研究

发布时间：2018-03-21 18:25

本文选题：元认知　切入点：数学解题　出处：《湖南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：数学教育的目的是教会学生“学会学习”,数学学习过程也是一个对本身解题过程进行积极的监控和调节的过程,学习过程的有效性往往取决于元认知水平。然而,在数学问题解决中,一些学生的解题局限于认知层面,缺少元认知的参与,因而学习效果不佳。基于元认知在数学问题解决中的重要性及初中生元认知水平的现状,本文对初中学生元认知水平的个体差异和发展规律进行调查研究,并结合教学实验,对学生元认知训练策略进行了深入的探究,旨在探究元认知训练的课堂实施的有效方式及在教学中培养元认知的意义及价值,促进学生的元认知和问题解决能力的发展。本研究通过问卷调查结合访谈,对初中生的元认知现状及其发展规律等作了定性和定量的分析,调查结果表明：(1)初中生的具有一定的元认知水平,整体呈现稳定提高,发展比较平缓。(2)其中,元认知策略的个体差异比较大,且发展不平衡。(3)元认知知识、元认知体验、元认知策略与数学成绩均显著相关。(4)不同层次的学生在数学元认知及其维度上有显著差异,不同年级呈现的差异略有不同。对102名7年级学生实施KWL策略训练元认知的教学实验,研究表明：(1)元认知训练后,学生的数学成绩显著提升,学生体会到成功的乐趣,逐渐养成自我监控、调节、反思的习惯。(2)元认知训练对元认知水平的提升有帮助,但培养元认知是个长期性的过程,因此,在教学中应坚持元认知的训练,这对提高学生的问题解决能力和思维能力是有意义的。
[Abstract]:The purpose of mathematics education is to teach students to "learn to learn". The process of mathematics learning is also a process of actively monitoring and adjusting the process of solving problems. The effectiveness of the learning process often depends on the level of metacognition. In mathematical problem-solving, some students' problem solving is limited to cognitive level and lacks the participation of metacognition, so the learning effect is not good. Based on the importance of metacognition in mathematical problem-solving and the status quo of junior high school students' metacognitive level, This paper investigates the individual differences and developmental rules of the students' metacognitive level in junior high school, and combines with the teaching experiment, makes a deep inquiry into the students' metacognitive training strategies. The purpose of this study is to explore the effective ways of implementing metacognitive training in classroom and the significance and value of cultivating metacognition in teaching, and to promote the development of students' metacognition and problem-solving ability. This paper makes qualitative and quantitative analysis on the status quo of metacognition and its development law of junior high school students. The results show that the junior middle school students have a certain level of metacognition, the overall level of metacognition is stable and the development is relatively smooth. The individual difference of metacognitive strategy is large, and the development of metacognitive knowledge, metacognitive experience, metacognitive strategy and mathematics achievement are all significant. The teaching experiment of KWL strategy training metacognition was carried out on 102 seventh graders. The results showed that after the metacognition training, the students' mathematics scores were significantly improved, and the students realized the pleasure of success. Gradually developing the habit of self-monitoring, adjusting and introspecting is helpful to the improvement of metacognition level, but the cultivation of metacognition is a long-term process, so we should insist on metacognitive training in teaching. It is meaningful to improve students' problem solving ability and thinking ability.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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