A Study About Strategies Basted On Metocognition Used By High School Liberal Art Students To Revise Math

This paper studied 141 liberal arts senior students in Jiangsu Huangdai High School, using literature analysis, questionnaires, interviews, action research to investigate students'mathematical cognitive ability, showing that students in liberal arts classes had relatively low level of mathematical cognition, mathematical thoughts and barriers to mathematics learning existed. In order to change the status quo, promote students'ability to learn maths and avhieve the goals of teaching maths, This study attempted to integrate metacognitive training into the math teaching and review of third year liberal arts high school, and strived to find a way to improve liberal arts mathematics review, in the hope of providing reference for teaching and learning mathematics in third year liberal arts high school.This paper was divided into six parts. The first part asked questions in accordance with reality; the second part described the concepts of metacognition, introducing related concepts of mathematical thinking, characteristics of mathematical thinking of liberal arts students and causes of learning disabilities (mental, habits, metacognitive, environment etc.); the third part surveyed the liberal arts students'mathematical metacognition level by questionnaires, interviews and other means. Feasibility analysis was also done for metacognitive training in the entrance exam stage; the fourth part discussed how to use element cognitive training to effectively carry out liberal arts high school mathematics review, and to improve the mathematical abilities of liberal arts students; the fifth part discussed the relationship between metacognitive training based mathematical review strategies and mathematics academic achievement by experiment; the sixth part was conclusion of this study, and some suggestions for teaching.This study showed that: 1. Metacognitive level of liberal arts students was relatively low. Students had different math scores showed difference in the use of mathematics metacognitive strategies.2. By metacognitive training, students'metacognitive strategies using level changed and significantly improved math academic achievement. Those students in middle and better showed more pronounced effect.Thus, I believed that integrating metacognitive training into liberal arts high school mathematics review had practical and far-reaching educational significance.