A Comparative Study On Metacognitive Instruction Between Prominent Teacher And Experienced Teacher In Elementary And Secondary School

Mathematical metacognitive instruction is the self-awareness, self-monitoring and self control of mathematics teachers during mathematics teaching activities. The study of metacognitive instruction has attracted more and more attention in the field of mathematics teaching. According to the sorting out and analysis of related meta cognitive teaching documents, in the content, the current study mainly focuses on general sense of mathematical meta cognitive instruction, and do not deeply combines specific discipline; in the method, domestic study mainly focuses on theoretical speculation, and there’s lots of work to do in the quality and quantity. Studies show that, metacognitive instruction can improve teaching and promote the professional development of teachers. On the other hand, there is no empirical research of the differences between mathematics experience and outstanding teachers in China. The achievements of these two types of teachers are obviously deferent. The comparative study of the metacognitive instruction level differences of these two types of teachers has certain reference value in the development of experienced mathematics teachers.In this paper, the outstanding teachers are defined as the primary and secondary mathematics teachers who obtained provincial level or above teaching honor, or grade teacher honor. The experienced teachers are defined as common teachers who have1,0years school ages. The study combines questionnaire survey and case method, to study the mathematical metacognitive differences of these two types of teachers, and probe the possible reasons of the differences. Lastly, this study proposes several suggestions for mathematics experienced teachers’growth as outstanding teachers from the aspect of mathematical metacognitive instruction.In the part of questionnaires survey,’mathematical metacognitive teaching level questionnaire’has been made, and180copies of valid questionnaires have been taken back in four provinces. Among these questionnaires,82copies are taken by outstanding teachers, and98copies are taken by experienced teachers. SPSS13.0statistical software is used for the data frequency statistics and chi square test in this paper, and we obtained below conclusions: these two types of teachers do not have much differences on’consider the students’existing knowledge base and understanding when preparing lessons’,’textbooks as a teaching reference and not as the main teaching materials’,’guidance of level uneven group learning’, but have much differences on the remaining topics.In the part of observations and interviews, the author observed and interviewed16outstanding and experienced teachers in Guilin, and e-mail interviewed6outstanding teachers. This part of study has secondary proved the results of questionnaire, and found the possible reasons causing the mathematics metacognitive instruction deference of these two types of teachers.Lastly, this paper proposed3suggestions for mathematics experienced teachers’growth as outstanding teachers from the aspect of mathematical metacognitive instruction:1. Premise is the complement of metacognitive knowledge;2. Assistance is the strengthen of metacognitive experience;3. Essence is the improvement of metacognitive monitor.