Research On Reflection Of Students In High School On Mathematical Problem Solving Guided By The Theory Of Meta-cognition

The "critical thinking" that is an important content of Chinese students' core qualities,and it is rational and reflective thinking.The "High School Mathematics Curriculum Standards(Experiment)" takes students' perception of mathematics as an implementation goal in the "Implementation Suggestion." "Reflection" is the key to comprehend mathematics thinking,and it plays an irreplaceable role in improving mathematics problem-solving ability.Problem-solving reflection is very important for cultivating students' creative thinking as well as for students to learn to think and study,and it is also a key to do a good job in mathematics teaching.This article is based on meta-cognitive theory to study the reflection of mathematics problem solving in senior high school students,so as to enhance students' ability to solve problems.The study started from the following stages: In the first stage,based on relevant literature research,developing questionnaires and testing questions about research problems.The "questionnaires" and "test questions" contain five dimensions of questioning process,they are the use of knowledge,problem-solving methods,topic broadening,and customary attitudes;in the second stage,students are surveyed and tested: For 144 high school students in a school,there were 61 students in quality classes and 83 students in parallel classes.Questionnaire surveys and tests were conducted At the same time.There were 60 effective questionnaires and examination papers for quality classes,and 80 effective questionnaires and papers for parallel classes.In the third stage,the interview with teachers: According to the five dimensions of the problem-solving test,the interview outlines were compiled and the teachers were interviewed to analyze the teachers' help in solving students' questions.Finally,Excel and SPSS were used for Process the quality classes' and parallel classes' date.And analyzed the contents of the interviews.There are three main findings:(1)students have unbalanced reflections on the problem solving and development of various dimensions,and the scores of "knowledge application","solution to solve problems",and "customary attitude" are in the middle level,and the average score is higher than 3.5 points,the highest is the "question process" of about 4.14 points,the lowest is the "topic broadening" of about 3.05 points;(2)the quality class students in the problem-solving reflection and the development of each dimension is higher than the parallel class students,in the "question method" dimension,students in the quality class using the two methods and the three methods to solve the problem have the largest number of students,accounting for 83.33%,while the students in the parallel class adopt one method and two methods to solve the problems are the most distributed,accounting for about 86.25%.(3)Teachers influence the students' problem-solving level.Teachers in quality classes give more guidance to students in the aspect of reflection.In the "question process" dimension,about 80% of students in the quality class have a comprehensive grasp of problem in understanding the topic,and there is about 77.5% of parallel classes.The reason for this is inseparable from the teachers' supervision and appreciate.The study proposes the following five suggestions:(1)Improve students' topic exploring abilities;(2)Define students' mastery and application of knowledge;(3)Strengthen students' mastery of problem-solving methods;(4)Improve students' ideas on problem-solving and The broadening of the problem itself;(5)Cultivating students' meta-cognitive ability.