The Application Of The Self-examination Diary Teaching Mode In The Mathematics Review Of The High School

To a math teacher, who is teaching the third-grade students in a senior high school, one of the problems he or she faces with is how to help the third-grade science students to effectively improve the problem-solving ability during their preparation of College Entrance Examination. Meta-cognition is individual’s self-consciousness, self-monitoring and self-adjusting to self-cognition activities. Researches show that the improvement of the students’Meta-cognition level helps them make progress in their test performance and it is beneficial to enhance their learning ability. And self-examination math-diary is an effective method to help students improve their Meta-cognition level and efficiency of the review.Based on previous studies, this thesis makes a theoretical review and empirical study on how does self-examination math-diary work in the teaching during the third year of senior high school. It also focus on what influence would writing self-examination math-diary make in maths’performance and Meta-cognitive level by using the design of teaching experiment. It will use the SOLO taxonomy theory to analyze the performance of different levels’students in the test and self-examination math-diary, which shows how their Meta-cognitive influence on their problem-solving ability. By analyzing and summarizing the result, this thesis tries to find out an effective teaching mode with using self-examination math-diary and offers some suggestions to the teachers on how to help the third-grade science students do their review of maths.By doing the experiment and empirical study on self-examination math-diary, it gets the following finding. Firstly, self-examination math-diary teaching mode does effectively improve students’Meta-cognitive level. Secondly, self-examination math-diary teaching mode does successfully develop students’problem-solving ability. Thirdly, self-examination math-diary teaching mode does significantly enhance students’performance in maths test.This thesis makes study on students’self-examination math-diary as well, and finds out that the differences of problem-solving ability is existing in students of three different performance levels.In this research study, it proved that self-examination math-diary teaching mode does help the third-grade science students make progress in their review of maths. A teacher, who is teaching the third-grade students in a senior high school, can use self-examination math-diary to enrich his or her teaching methods, to attract students’interest of review, to improve students’ efficiency of learning, to enhance students’quality of maths learning.