元认知应用于初中数学解题习惯培养的实践研究

发布时间：2018-09-04 20:03

【摘要】：解题是数学的核心。细节决定成败,一个好习惯在解题和学习中非常重要。良好习惯有助于学生顺利解出数学题或解决数学问题,让元认知伴随解题过程发生,有利于学生养成有实效的解题习惯。通过问卷调查初中生的数学解题习惯及元认知在解数学题时的运用现状,了解实际情况并且作出分析。开展实验研究,通过观察、测验、比较等,研究怎样把元认知用于初中数学题的分析过程,积累解题经验,养成良好解题的习惯,形成能力、提高效果,培养数学思维习惯。培养学生自主运用元认知,在分析问题时进行广泛联想,有条理整理题目提供的条件和问题,联想相关知识,组合条件,联系问题,正确、完整解答数学题,并积累初中数学解题的元认知应用策略。研究的主要结论,1、元认知帮助学生养成良好的解题习惯,加快了分析数学题或问题的速度,提高解决问题的正确率、学业成绩提升：(1)学生了解自己在分析数学题时的优势和劣势,解题时辨析题目类型,发挥优势解题；(2)学生了解元认知知识及策略,把元认知策略学以致用,监控调节分析过程,养成解题的良好外显习惯；2、以初中数学典型数学问题为例,总结引导学生在解题中应用元认知策略,能够帮助初中学生形成分析数学问题的良好思维习惯。3、学生了解、应用元认知在数学解题中分析问题、解决问题需要教师在平时的教学中有意识渗透和培养。
[Abstract]:Solving problems is the core of mathematics. Details determine success or failure. A good habit is very important in problem solving and learning. Good habits are helpful for students to solve math problems or solve mathematical problems smoothly, so that metacognition occurs with the process of solving problems, and it is helpful for students to form practical problem-solving habits. Through the questionnaire survey of junior high school students' mathematical problem solving habits and metacognition in solving mathematical problems in the application of the status quo, to understand the actual situation and make an analysis. Through observation, test and comparison, this paper studies how to apply metacognition to the analysis process of mathematics problems in junior high school, to accumulate experience in solving problems, to form good habit of solving problems, to form ability, to improve results, and to cultivate mathematical thinking habits. Cultivate students to use metacognition independently, make extensive association when analyzing questions, arrange the conditions and questions provided by the questions, associate related knowledge, combination conditions, contact problems, correct and complete solutions to mathematical problems, And the accumulation of junior high school mathematics problem solving metacognitive application strategy. The main conclusion of the study is that metacognition helps students develop good problem-solving habits, speed up the analysis of mathematical problems or problems, and improve the correct rate of problem-solving. The improvement of academic achievement: (1) students understand their strengths and weaknesses in analyzing mathematical problems, analyze the types of problems when solving problems, and give full play to their advantages in solving problems; (2) students understand metacognitive knowledge and strategies, and apply metacognitive strategies to practical use. Monitor the process of adjustment and analysis, form a good explicit habit of solving problems. Take typical mathematical problems in junior high school as an example, summarize and guide students to apply metacognitive strategies in solving problems. It can help the junior middle school students to form a good thinking habit of analyzing mathematical problems. The students understand and apply metacognition to analyze problems in mathematical problems solving problems need teachers to infiltrate and cultivate consciously in normal teaching.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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