The Research On Structural Model And Applied Regulation Of The Middle And High School Students' Math Learning Strategies

The research on learning strategies has become a hot issue in field of pedagogyand psychology. Teaching students how to learn and impart them effective learningstrategies have been regarded as the effective methods to enhance students' studyefficiency. This paper reviews the present situation of study on learning strategies,the concept and construct of learning strategies. Combined with the characteristics ofmath learning, the author has carried on the theoretic discussion on the students'learning strategies. This thesis takes middle-school students' learning strategies asresearch objects. Math learning strategies includes three sections: metacognitivestrategy, cognitive strategy and resources management's strategy. Based on thescales from abroad and domestic learning strategies, the math learning strategiesquestionnaire of middle-school student are proposed, and is used in surveying thelevel of the middle-school students' learning strategies.First of all, this paper applies method of structural equation model to analysestatistics data, conclusions are the following: (1) Three dimensional structure existsin math metacognitive strategy, which includes metacognitive knowledge,metacognitive experience and monitoring. Metacognitive monitoring plays a keyrole in metacognitive strategy, which is comprised of making plan, monitoring,result inspecting and remedial measure. (2) Math cognitive strategies consist ofunderstanding strategies and problem-solving strategies. Through analysis of CFA,conclusions are the following: understanding strategies include multiplerepresentation, analogue association, weak and strong abstraction and trainingstrategy. By way of second-order factor analysis, problem-solving strategies is madeof regressing definition, problem transforming, specializing and generalizing,classifical discussion and connection between number and form. Understandingstrategies have an positive effect on problem-solving strategies.(3) By means of CFA,resources management's strategy is composed of time management, environmentalmanagement, hard-work management and seeking for support., and there is not obvious causality among them. (4) Based on multigroup CFA analysis, it is same inthe basic structure of mathematics metacognitive strategy and problem-solvingstrategy between the middle and high school students. Forced factor loading toequate, the fitting of model is suboptimal, therefore correlative item is needed torevise. In the field of understanding and resources management's strategy, the resultof multigroup CFA analysis demonstrates excellent goodness of fit, andquestionnaire proposed in the research is suitable to measure for the middle and highschool students.Secondly, the applied regulation of the students' mathematics learning strategyis concluded through analysis of variance, conclusions are the following: with thedevelopment of students' grade, metacognitive strategy, cognitive strategy andresources management's strategy take on W, U and inverted V developmentaltendency in turn.According to findings of investigation, it is brought forward that how students'learning strategy is cultivated: (1) Cultivate the students' motion of learning, andget into excellent attitude to learning. (2) Strengthen the ability of students'metacognition in math teaching. (3)Adequately show math activities, and illuminatethe developmental process of math knowledge.(4)Strengthen the self-monitorycapability in training of problem-solving.(5) Properly deal with the genderdifference in the middle and high school students' math learning strategies. (6)Cultivate the students' self-evaluation abilities of math learning strategies.