Junior High School Mathematics Learning Self-monitoring Ability To Study

Society needs high-quality talents, basic education plays an important role in training people. The height of mathematical accomplishment is an important criterion to measure the level of future talents. Students need have their own thinking activities to estimate the rationality of consciousness, they also can adjust their own thinking process.Junior middle school stage teenagers are in the physical and mental increasing maturity station, the self-consciousness upsurge gradually, the desire to be independent is also very strong, so this is the critical period of raising students' self-monitoring ability. At present, mathematics teaching is also attaching importance to students'meta-cognition training in junior middle school, specially the self-monitoring ability, and put forward thinking aloud and self questions methods, but control of the thinking process is a kind of internal psychological state, so the effect is not very ideal. While most of the existing research results transplant the theory and practice of the past, do not have a very good application in the practice, especially the mathematics ideas and the introspection after mathematics class learning are insufficient, finally falling into the abyss of formalism.Junior middle school students study math in class most of time, the roles of teachers as leaders and the students as principal is quickly. To develop students' mathematical self-awareness, teachers need to provide some important external conditions, such as the teachers'teaching level and teaching mode style play the guiding supervisory and exemplary role in the self-monitoring. Students have the dominant role in their learning process, so their cognition factor and non-cognition factor also have an influencing function.Self-monitoring can be divided into three stages in actual study:First, before the start of specific learning, analysis the study situation, determining the goal, arranging the study steps according to the target; Second, during the specific activities, monitoring the process of learning, finding the existing problems and causes in the activity; Third, after the specific activities, making remedial measures for the problems, making self-examinations and summaries as well as making the foundation for future study. We chose the angle of teachers and students to discuss, three dimensions to design questionnaire:before teaching (learning) activities,during teaching (learning) activities, after teaching (learning) activities(specific into concrete teaching behavior or learning behavior), investigating the teachers'raising students' self-monitoring situation and students'own self-monitoring learning respectively, discovering the existing problems, we then proposed corresponding countermeasures: First, before teaching activities, attracting students'attention, stimulating their learning motivation; Second, during the teaching activities, penetrating teaching concepts, and enhancing the self-monitoring experience; Third, after the teaching activities, strengthening the teaching contacts, and promoting reflection. In the specific countermeasures, the class can be more intuitive and operable with some teaching cases.