A Case Study On Grade Nine Student's Metacognitive Training Of Mathematics

With the development of metacognition theory, it is interesting to put metacognitive training to the math class education, in which the math teacher is the best leader to practice the theory. Last centrary, Polya delivered the simple meta-cognitive training methods to the world through his writing, which won the wide attentions.According to the theory of metacognitive training and personal teaching practice in mathematics, to solve the overburden problem on teaching and learning of teachers and students in third-year, and finally make reducing the burden and increasing efficiency be truly implement. In this study we are going to investigate from the following aspects:1. Identify students with learning difficulties as a key study:The current third-year students with learning difficulties have such characteristics: performance record is in long tem standstill status. To improve their performance, teachers pay a lot of effort, but the results are poor. Students themselves have no purpose to learn, and they could not find right learning method and enough confidence. These directly affect the third-year student's graduation and employment, which also bring the pressure to the society. Therefore, these students as research subjects are of practical significance.2. From the various dimensions of metacognition, to understand the metacognition status of students with learning difficulties.3. Third-year students have entered the intense study phase, what kind of training is more effective, that is the common problems teachers and students need to face. The traditional way is Subjects to sea tactical issues and questions, which make both teachers and students are exhausted. So-called, Question sea knows no boundaries hard to do boat. Teachers have the obligation to reflect on and change the situation, so that both of teachers and students can be free in some way, metacognitive training in the promotion on co-retrospection of teachers and students with unparalleled role, but what kind of metacognitive training method is suitable for third-year of learning difficulty? This is also the focus of this study. All along, students with learning difficulties have such a phenomenon:they could not solve the subject by themselves; however, they could after given directions and advice. That is why? When the students with learning difficulties could learn "find directions by themselves"? To solve this confusion, First of allâ… am learning difficulties to conduct a comprehensive meta-cognitive research, and learning difficulties, according to the specific needs of students with specific mathematical topics to develop meta-cognitive training alone training, the subject further with excellent carrier element for the recognition Knowledge training, attention to the development in the training of students in the capacity of self-reflection, metacognitive monitoring, in addition to the development of learning difficulties in self-monitoring ability to mobilize more attention to the mutual monitoring among students, inspire students from all angles, the main body of consciousness.The results show that:combing mathematical problem solving with meta-cognitive training can indeed improve their problem-solving efficiency and make up for the lack of mathematical cognitive ability, but how can an effective combination of classroom teaching with metacognitive training, Is "sound set to " teach the system, or "moisten things silently, "the subtle, which still require the further study.