An Actual Research On High School Students' Metacognitive Ability In Combinatorics Problem Solving

Metacognition is often simply defined as "cognition about cognition". Although whatexactly is metacognition is still unclear, now it is one of the "top topics" both in psychologyand education.The metacognitive ability in combinatorics problem solving is a new subject worthconsidering.Combine the concrete branch of concrete mathematics discipline—combinatoricsmathematics.The thesis is an investigation on the metacognitive ability in combinatoricsproblem solving under the theory of metacognition.This research hopes to benefit theory andexperience both at home and abroad through using for reference.Acording to thecharacteristics of the Mathematics subject,combining with the thinking process incombinatorics problem solving,we attempt to measure and evaluate the high school students'metacognitve ability in combinatorics problem solving so as to call attention to the cultivatingof it and offer a reference for the reform in the mathematics instruction as well,Offer waysand suggestions of how to develop students' metacongnition ability.Meanwhile,It hasimportant meanings for improving teacher's teaching result, develop people's intelligence, thesuccess rate of improving the problem.To achieve the aim, I have consulted many literatures concerned and made an analysis onthe related questionnaires and scales from home and abroad. After analyzing the data of theformal questionnaire using SPSS,I find that it has a high reliability and validity.The results of the statistics indicate that the high school students' metacognitve ability incombinatorics problem solving is lower. Metacongnition experience is essential to solveproblem succeed. The impact on students' metacongnition ability of the sex is not very greatimportant. Learning motivation is influential to metacongnition ability on some intensity.Students' metacongnition ability has no validity in some aspects.