Practice Research On Transformation Of The Students With Junior Mathematics Learning Difficulties Based On Meta-cognition Theory

The issue of students with learning disorders is an educational hot potato, especially in mathematics education. There is no doubt that every math teacher wants to help students with learning disorders to catch up with others, but what is the solution? That's the problem educators need to solve.Through questionnaires and relevant educational practice, the paper explores students'internal reasons for mathematics disorders from the view of metacognition, partially analyzes the features of students'metacognition in mathematics learning and students'psychological characteristics in solving mathematics problems. Meanwhile, the paper also provides strategies to improve students'level of metacognition. Educators can improve students'skills to deal with learning disorders by improving their level of metacongnition.The paper consists of four parts:Part One: A brief introduction to the research background, the definition of students with mathematics disorders and the necessary of research on mathematics disorders.Part Two: An introduction to metacognition theory, including its definition, the relationship between metacognition and math education and the influence of metacognition on academic performance.Part Three: A survey on the metacognitive skills of junior high school students and the relevant analysis.Part Four: The report on the application of the metacognition theory in students with learning disorders, including the ways to improve junior high students'metacognitive skills and the relevant educational experiments.