The Study On Intervention Of Meta-cognitive And Learning Motivation For Solving Primary Mathematical Problem

In recent year, in teaching how to apply brain science knowledge to improve the efficiency of student learning has become a hot research questions. Meta-cognition is one of brain science research results. It belongs to intellectual scope, and it has a significant impact on learning. In addition to intellectual factors, non-intelligence factors that affect learning and motivation to learn are also an important factor. At the same time, we find that the primary mathematics is a basic subject. Mathematics learning process is essentially a dollar cognitive process. To effectively improve primary mathematics learning achievement, meta-cognition strategy and learning motivation strategy are implemented in order to enhance the students'mathematics performence.This study was divided into two sections: the first part is to explore the relationship of meta-cognition, learning motivation and math academic achievement. The second part, 65 grade 4 students are tested for meta-cognition training and motivation to stimulate research. We divided these students into three groups. There were two experimental groups, namely the"meta-cognition, learning motivation"group and"meta-cognition"group. There was also a control group.The results showed that:1. There are no significant gender differences in primary meta-cognitive ability and learning motivation level. There are significant differences between grades.2. In generally, meta-cognition and learning motivation have significant correlation. Meta-cognition, learning motivation and mathematics academic achievement are significantly positively related. Monitoring of meta-cognition can effectively predict learning motivation and math academic achievement.3. It is effective that meta-cognition training improves the primary mathematics application performance. But combination of meta-cognitive training and motivation to stimulate math word problems for students to improve performance is more remarkable.4. After intervention experiment, the application of mathematics achievement for boys than girls in mathematics application is more significant enhancement. Both of intervention have more effectively on the boys.5. Different academic performance of students has different intervention effect. Before training, the meta-cognitive scores, learning motivation scores and mathematics application performance of excellent students all have certain enhancement, but there is no significant difference. The scores of meta-cognition and mathematics application of medium students have significantly increased, but the learning motivation was no significant change in scores. Meta-cognition scores and learning motivation scores of students with learning difficulties are significantly different. Post-test score is better than pre-test results. Mathematical Applications achievement has increased, but there is no significant difference.From the above results we can see that meta-cognitive training and learning motivation can help inspire students to improve the efficiency of mathematics learning. To help teachers to improve teaching efficiency and students to reduce burdens on learning, we should be more widely used the method in education and teaching.