Experimental Study On The Metacognition Training For Middle School Students To Improve The Mathematical Problem-Posing Ability

The training of mathematical problem-posing ability was helpful to improve the students'created consciousness and created thoughts, and to develop the students'ability to learn independently. The paper used the methods of problem-posing and metacognition training to probe into a efficient and scientific methodology that can promote students'mathematical problem-posing ability.Firstly, the paper expounded the definition of problem and mathematical problem, defined the mathematical problem-posing intension, introduced the existing training ways of mathematical problem-posing, and explicated the connotation and structure of metacognition, pointed out the effect of metacognition training. Based on these results, the article designed the study content.Secondly, the article explored the relations of metacognition level and mathematical problem-posing ability by experimental method, indicated that middle school students'metacognitive knowledge level was comparatively high, metacognitive experience level was slightly low, metacognitive monitoring ability was comparatively weak, mathematical problem consciousness was thin, the mathematical problem-posing level was comparatively low, significant correlation was found between metacognition and mathematical problem-posing ability. Among them, metacognition and the level of mathematical problem-posing, the problem-posing ability were remarkable correlated, metacognitive monitoring and problem consciousness were remarkable correlated, metacognitive experience and problem consciousness were negative correlation. Finally, the study inspected the influence of the metacognition training to improve ability of middle school students'mathematical problem-posing ability, the results showed that the thinking methods and the metacognition training which combined thinking methods could both effective improve the students'mathematical problem-posing ability; the metacognition training which combined thinking methods was more effective to improve the whole students'mathematical problem consciousness, and the problem-posing ability of excellent and intermediate students.