Research On The Current Status And Solutions Of Meta-cognitive Illusions Among Senior High School Students In Learning Solid Geometry

In the practice of teaching and learning, pseudo-learning occurs frequently among senior high school students in mathematical learning. The meta-cognitive illusions prevent students from having an accurate perception of their own learning. However, the mathematics curriculum for senior high school not only covers the content area of functions but also diversified calculation models and ways of thinking, which are widely applied in the other branches of the subject of mathematics.This study focuses on the pseudo-learning that occurs in the learning process of solid geometry in senior high school and explored the relationship between pseudo-learning and meta-cognitive illusions as well as the factors leading to the occurrence of errors in meta-cognitive monitoring, to find solutions to help students avoid pseudo-learning and meta-cognitive illusions in the future.Based on the review of relevant literatures and considerations of the learning features of senior high school students in solid geometry, a research plan was worked out, in which students in gradeⅢin a key senior high school at the district level were chosen as the subjects for the research.With the collected data, the researcher analysed the current situation of pseudo-learning and meta-cognitive monitoring of the involved subjects, the relationship between these two factors and their relationship with the students' academic performance. Interview with the subjects were conducted to understand the causes of the pseudo-learning and meta-cognitive illusions, based on which case studies were utilised to find solutions to reduce the occurrence of such illusive learning and systematic errors in monitoring. The proposed solutions were then tested through class experiment with appropriate design for its effectiveness.The following conclusions can be reached based on the research results:1) Pseudo-learning occurs frequently among senior high school students in learning solid geometry while meta-cognitive monitoring illusion is one of the main contributors to the occurrence of such learning.2) A large number of factors contribute to the presence of meta-cognitive illusions, which have a significant impact on the academic performance of the students. 3) The meta-cognitive monitoring capability can be improved through effective interference in teaching processWith the above conclusions in mind, the researcher raised proposals for improvement in teaching practices in the context of the second curriculum reform, including specific implementation approaches, such as guided learning plan, check list, etc, as well as some suggestions for frontline teachers in improving teaching mindset and real teaching process.