Study On The Impact Of Attribution Of Academic Achievement And Meta-cognitive Level Of Mathematics Of Students In The Learning Of High School Mathematics

The specific functions of mathematics in our society determine the indispensable special status of mathematics in education. However, in our country, math major to play a " sieve "role as the "examination-oriented education " selections students step by step(such as college entrance examination) .While in high school stage of education, math accounts for more time, devote teachers and students energies great, but due to the impact of the college entrance examination, the capacity-building, the training of innovation ability and the development of innovative thinking in the learning of mathematics have been replaced by skill training of problem solving. So, the study of mathematics which used to be very fun becomes so dull and boring. The interest and ability of students in learning will become lower and lower. Therefore, many students do not know how to learn mathematics and even be tired of the leaning of mathematics.The level of metacognition in mathematics is the key to influence students' ability of learning; reasonable attribution of academic achievements is the safeguard of learning smoothly for students. It is compulsory for education workers to understand the students' met cognition level and to master the students' characteristics of attribution. At present, although many scholars have made a large research to the factors which influence students' study of mathematics and have gained many beneficial enlightenments. But they are often researched as independent aspects. On the basis of previous studies, this article puts these two aspects together to study. This paper discusses the relationships between them and the learning of high school mathematics by using questionnaire. The survey found that students' mathematics metacognition ability is very low. For different degrees of students, metacognition level of them is higher, academic achievement also is higher. In addition, the survey also found that the attribution of students with high achievement of study is positive and reasonable. The differences of attribution exist widely between students and students, teachers and students, parents and their children. So, it is the prerequisite for improving students' academic achievements to improve the level of students' metacognition in mathematics and guide them to attribute reasonably. According to results of the survey and relevant research of others, this paper proposes the following measures:1. Greatly improving the metacognition level of teachers to provide the premise and demonstration for the development of students' metacognitive ability.2. Teachers should put the teaching of strategic knowledge as one of the goals of education.3. Strictly require students to help them develop good study qualities.4. Training and inspiring students' motivation to learn.5. Full play the positive effects of teachers'expectations.6. Strengthening teachers' training to improve the teaching standards of teachers.7. Enhancing students' self-education. Training the sense of students' independent learning.8. Creating harmonious atmosphere of family education.