A Research On The Development Of Meta Cognition In The Mathematic Learning Of The High School Students

In mathematic teaching, it is true that focus should be placed on the development of the learning competence, the intelligence. Moreover, the teaching should adapt itself to the development of the students' psychology. The researches on meta cognition have enriched the theories about students' learning theories. They have great practical significance in developing learning competence of students. In the mathematic teaching, teachers should attach greater importance to the development of meta cognition. One of the goals of educational reforms is to develop the initiatives of students. So it is of greater significance to develop meta cognition of mathematic teaching for the high school students.The paper consists of five parts. The first part covers a literature review of researches on meta cognition. The researches in the foreign countries are quite fruitful while the studies in this field in China remain a young discipline. In the second part, a discussion is made on the concepts of the meta cognition and the framework of the theories. Its significance on the development of meta cognition for students in mathematic learning is elaborated. The third and the fourth part are concerned with the present situation in mathematic teaching. The principals of development of meta cognition are absent in mathematic teaching of the high schools in China. So, the third part presents a survey of meta cognition of the students and their characteristics. The fifth part focuses on the strategies and approaches of the development of meta cognition in the mathematic teaching. This part also elaborates on the specific skills of handling these strategies and approaches. Meta cognition takes all the elements of cognition as the subjects in researches and monitors the processes of cognition with conscious control and adaptation. Meta cognition covers the knowledge, the experiences and the monitoring of meta cognition. Its essence is the understanding and controlling of one's cognition. The paper puts forward five approaches to develop the meta cognition in mathematic teaching The comparative-experimental methods are employed to test the feasibility of the approaches. The fifth part makes an analysis of the statistics of the experiments. The results of the experiments show that the five approaches can be applied and be fruitful in the mathematic teaching.