Research On The Normal Model Of Mathematical Meta-cognition Level Of Junior Middle School Students And Case Analysis

As the teaching goal changes from infusion teaching to heuristic teaching,the improvement of students' own experience and learning ability in the teaching process is valued.Existing studies have found that the development of students' mathematical ability is closely related to mathematical meta-cognition ability.Therefore,according to the existing "Middle School Students' Math Meta-cognition Level Questionnaire",a normal model of mathematics meta-cognition level in Jianchang County,Huludao City was established to understand and master the status of mathematics meta-cognition level of junior high school students and select students based on the survey results.Do further tests,and then get the reason for the weak meta-cognitive ability of mathematics,and then get a solution.The research mainly establishes the general norm of mathematical meta-cognition based on "three main dimensions and ten sub-dimensions" divided by mathematical meta-cognition.The "Middle School Students' Meta-cognition Level Questionnaire" compiled by Wang Guangming's team was selected to make preliminary measurements of junior high school students in Jianchang County.A large-scale sampling of junior high school students in Jianchang County was conducted.1,300 questionnaires were issued,and 1,058 questionnaires were valid.After sorting and analyzing the valid data,the reliability of the questionnaire was0.865,which indicates that the questionnaire has good stability and can establish regional norms.The following are the basic questions studied:(1)Establish a normal model of mathematical meta-cognition level for junior high school students in Jianchang County,Huludao City.Use SPSS to count the frequency of the original scores of valid data and convert them into percentages to get percentage-level norms;Secondly,normalize the original score to obtain the normal norm.(2)A general class is selected as a small group in the population,and the mathematical meta-cognition level of the normal research group is established.Finally,select ordinary individuals in groups as cases to explore the level of mathematical meta-cognition,and find out an effective method suitable for improving the level of mathematical meta-cognition in this area through research.After research,it is found that the difficulty of solving problems in the learning process of students affects the role of meta-cognition.In short,when the difficulty of the problem encountered is too large,the impact of meta-cognition on it is large;otherwise,the impact is small.Therefore,in the process of teaching,teachers should pay attention to the improvementof students' meta-cognitive level of mathematics,teach meta-cognitive training to students and use it subtly,and integrate meta-cognitive training into teaching while combining theory and practice.