Study In Situdation And Culivation Of Meta-cognition Of Mathematics Problem Solving In Junior Middle School Student

It is an important instructional tactic to develop students'meta-cognition ability in mathematics lessons of junior school. Problem solving is a staple component in student's cognizance process. Speaking form the essence, student's learning process is the course of solving the problem. Meta-cognitive is one of the key factors influencing the problem to solving. it is not merely influencing the whole course that students'problem solving and is influencing quality and efficiency of problem to solving. So in the mathematics education. Teacher should take proper measure to raising students'meta-cognitive ability in solving mathematics problem.This thesis have carried out more thorough research basic on the theory study of meta-cognition in solving mathematics problem. The process solving mathematics problem is divided for five links; The structure of meta-cognition is proposed three parts : cognition of meta-cognition; experience of meta-cognition and monitor of meta-cognition. 6 preserve degree are proposed in structure of mathematics cognition, They are knowledge; mental consciousness; programming; monitor;regulate and evaluate. This thesis is base on meta-cognition theory in cognitive psychology, on base of mathematics problem, through approaching of analytic documents interview ,questioning, we study the current and influencing on meta-cognition of solving mathematics problem. Through studying, this thesis gets the following conclusion:(1)Junior middle school students'meta-cognitive ability of solving mathematics problem is on medium. absides the control of meta-cognition, such as design,suprvise,regulate and evaluate is below.(2) Every preserve degree and general questionnaire are notable related to the mathematice score of students, which say that meta-cognition ability has much important infulence on the solving mathematics problem.(3)The socre on the graphe of meta-cognition in the Mathematics Problem Solving between the boys and girls is no difference.(4) Teaching level,Age,Structure of Mathematics knowledge,Learning motivation concept and attitude of students have certain influence on meta-cognition ability to solving mathematics problem.Whether on above-meta-cognitive research foundation, this text put forward the strategies of raising students'meta-cognitive ability:(1) Helping students structure the accurate knowledge on meta-cognition ability to solving mathematics problem, which can promote students'cognition of meta-cognition.(2) Creating the circumstance to arouse the problems elaboratly, motives the students to solve the mathematics problem.(3) Ensure the opportunity of students which can resolve problems independtly in the Mathematics Problem Solving.(4) Reinforce mathematics mentality penetration, in order to set up the correct mathematics concept.(5) leading students to carry on the method to train, which can develope the students'cognition of meta-cognition.Furthemore, The teaching experiment lasting for two months pass, we demonstrated part of strategies above by ways like interview; examination paper testing. From two mini-type experiments, we demonstrated that circumstances of problem and self-adjust effect in solving in junior high school students'mathematics problem solving.