A Status Analysis And Training Strategies Research Of Junior High School Students’ Mathematical Meta-cognition

Mathematical education intends to teach student how to learn. Mathematical learning process needs individual’s positive monitoring and regulation in problem solving. A effective learning process depends on meta-cognitive level. However, some students are limited in cognitive category during mathematical problem-solving, lacking participation of meta-cognition. Consequently, they are weak in mathematical problem solving. Based on the significance of meta-cognition in problem-solving and the present meta-cognition situation of junior students, this study explores the differences between individual meta-cognition and the law of development of junior high students’ meta-cognition. Through conducting a teaching experiment, we develop the meta-cognitive training strategies for junior students. This study attempts to explore the effective way to carry out meta-cognition training in class, enhance the reliability and validity of teaching research and promote students’ meta-cognition and problem-solving ability.This article contains qualitative and quantitative analysis of the status and law of development of junior high school students’ meta-cognition through questionnaire combined with interviews. The results show that:(1) Junior students definitely have meta-cognitive ability. It promotes steadily and slowly. (2) Especially, the aspects of meta-cognitive strategies which differ in different grades and different gender develop unbalance. (3) Meta-cognition includes three aspects of meta-cognitive knowledge, meta-cognitive experience and meta-cognitive strategies which they all have a significant correlation with mathematical achievement. (4) There are significant differences among gifted students, middling students and learning disabled students.The sample of the experiment was composed of 102 7th graders. The results of the study showed that employing the "KWL strategy" in 7th mathematical class can be effective in increasing achievement, experiencing the delight of successful problem-solving and developing the habits of self-monitoring, regulation and reflection. In addition, the training is good for promoting meta-cognition, while meta-cognition training needs a long run. So meta-cognition long-term training should be persisted in. It’s meaningful to develop students’ problem-solving and thinking ability.