Teaching Practice Of Improving Metacognitive Ability Of Students In Grade Five

After New education reform, the phenomenon--- "Students learn tiredly, and teachers also teach tiredly. The time and effort we have paid is not in proportion to the gain." is common. "To cultivate the students’ subject consciousness, critical awareness and integrated consciousness and cooperation consciousness” is also put forward in the new curriculum standard. We should pay attention to let the students learn to obtain mathematical knowledge by themselves. By the process of experience the mathematical abstraction and modeling to solve practical problems and explanation, the students will learn how to do self-directed learning and participation in mathematics practice ability, and obtain valuable lifetime mathematical foundation ability and creative ability. " Mathematical metacognition research comply with mathematics discipline characteristic, the change of modern education reform, primary full age characteristics of students various needs. Cultivating the students’ metacognitive level is significant to improve the students’ intellectual level, learning efficiency, to play the subjectivity of the students’ learning status, and to make the students learn from "let me learn" to "I want to learn, I will learn". So in the fifth grade, the research on how to improve the students’ mathematics meta-cognition ability is feasible and necessary. In teaching, the teacher must teach students knowledge and consciously improve students’ metacognitive ability to develop mathematical metacognition ability as the goal at the same time.The article mainly discusses the following aspects: 1, to research significance, purpose and its background. 2, to introduce metacognitive related theory, the research results of researchers. The concept of mathematical metacognition and the meaning of mathematics learning are discussed in detail. 3, to survey the elementary school higher grades students(grade five) on mathematical metacognition. BY using revision of the "questionnaire of children’s meta-cognition, guo-liang yu and ya-ming zhang, six different dimensions of self cognitive, motivational belief, strategy, planning, monitoring and regulating are analyzed. According to the survey, students in mathematics metacognitive knowledge, metacognitive experience in mathematics, mathematical metacognition monitoring have a certain lack. 4, to put forward the strategies and methods of the development of primary school grade five students’ mathematical meta-cognitive ability. Elaborate from two aspects: the methods that the students can begin from to improve mathematical metacognitive ability and concrete measures the teachers can take, including specific measures, such as cooperative learning, asking questions, the diversification of evaluation methods and so on. 5, to further detail the policy and method in the article by the teaching practice of promote students’ mathematics metacognition ability in fifth grade. We will describe, analyze, and implement teaching examples from the two modules of comprehensive practice teaching content and teaching plans. 6,to do a final test on mathematical metacognition ability training of a one-year experimental classes, experiment results show that through conscious training, students of experimental classes that are compared with the students of the control class significantly improved their mathematical metacognition ability. Finally, reflect and summarize according to the results of the study.