The Influence Of Metacognitive Training On Improving Metacognitive Level And Application Achievement Of High-grade In Primary School Students

Metacognition is a cognitive cognition,which includes metacognitive knowledge,metacognitive experience and metacognitive monitoring.Metacognitive training teach students related metacognitive knowledge,metacognitive strategies,pay attention to students' metacognitive experience and other content,teaching students according to the characteristics of learning tasks to develop a flexible learning plan,take effective strategies,and students in learning activities in the initiative to their own cognitive process to monitor,adjust,feedback.Under the background of curriculum reform of basic education in China,the new value orientation of mathematics teaching pay more attention to problem solving and the application of mathematical knowledge.The application of the topic of learning in primary school mathematics occupies a very important position,it plays a key role in the cultivation of students' mathematical thinking.Previous studies have shown that metacognitive levels have a significant impact on the application of students' questions.The level of metacognition is not inherently determined,it can be improved through the training of the day after tomorrow.Therefore,we can comprehensively understand the development characteristics of meta-cognition of senior students in primary schools,explore the relationship between the metacognitive level of senior students and the scores of applied subjects,and analyze and compare the differences among students with different academic degrees.Has important significance and guidance value.This study is divided into two parts:the first part of the use of questionnaire survey on four,five,six grade students metacognitive development characteristics and metacognition and mathematical application results to explore the relationship between the second part to Five classes of primary school students were selected as the research object,the metacognitive training of the experimental group students,the control group for routine teaching.After a semester training,the effect of metacognitive training is explored,and the metacognitive level of students with different academic degree and the change of application achievement are analyzed and compared.The results of this study show that:1.There is no significant gender difference in the metacognitive level of high-grade in primary school students;2.The metacognitive level of primary school senior students increases with the increase of grade;3.There is a significant positive correlation between the metacognitive level of high-grade in primary school students and the achievement of mathematics application.4.Metacognitive training significantly improved the metacognitive level and application achievement of fifth grade students;5.The metacognitive training has different effects on the cognitive level of students.Metacognitive training has significantly improved the metacognitive level of students.The level of a certain increase but the effect did not reach a significant level.Students with different academic levels have a significant improvement in the metacognitive knowledge dimension:there is no significant change in the top students,there is significant change in the middle students and student with learning difficulties.In the metacognitive experience dimension,there is a significant improvement in the middle students.There is no significant improvement in the top students and student with learning difficulties.The change did not reach the significant level.In the dimension of metacognitive monitoring,there was no significant change in the student with learning difficulties.6.The effect of metacognition training on different level students is different:after a semester of metacognitive training,the application of students learn to improve the results of the smaller,and did not achieve significant level.The results of the application of post-secondary test scores were significantly higher than the previous test results.Although the results have improved,but did not reach a significant level.