Based On The Research Of Meta-cognitive Middle School Mathematics Learning Strategies

"Delegate to fish in the fishery as delegate" is an eminent old saying in China. It’s pointed out by UNESCO’s book named Learn to survive that during the knowledge-based economy era, the so-called "illiterate", no longer means people who do not master certain scientific cultural knowledge but implies people who cannot master the way of learning and update his or her knowledge continuously. Thus, to grasp certain learning strategy is the base for human survival and development. As high school students, they should grasp suitable learning strategies besides learning the scientific and cultural knowledge. This lives up to the requirements of our country to create a learning society and build a harmonious socialist society.Meta-cognitive concept was firstly put forward by Flavell, an American psychologist, in his book named cognitive development. From his point, based on human cognitive awareness, meta-cognition means the self-reflection, self-control and self-regulation of self-cognitive process. In short, meta-cognition is the cognition of self-cognitive process. Developing Students’ meta-cognitive ability has following benefits:It will help transfer of learning, inspire students’ innovative consciousness and develop students’innovative ability, benefit to play the role of student-centered and teacher-guided, help students form a correct cognitive orientation as well as forming certain learning strategies and promote students’all-around improvement of quality. In order to adapt to the requirements of the Party and State for the talents as well as students’ self-improvement, the author introduces the meta-cognitive learning strategies in the middle school mathematics teaching. The aims are to help students form certain learning strategies and cultivate students’autonomous learning ability.This paper firstly introduces the background, current status, significance of meta-cognitive learning strategies and its related theoretical knowledge, focusing on the application of meta-cognitive learning strategies in Middle School Mathematics Teaching. The main part of this thesis explores three aspects of the meta-cognitive ability including mathematical met cognitive knowledge, mathematical meta-cognitive experience and mathematical monitoring and analyzes the factors affecting mathematical knowledge-personal factors, task and objective factors and specific strategic factors. Combining specific mathematical examples with his own teaching experience, the author investigated the mathematical meta-cognitive experience in and out of class and put forward three aspects-methods, processes and results that influence mathematical meta-cognitive monitoring, and then explained how to apply this kind of experience to problem solving. Based on the study of meta-cognitive learning strategies, this paper presents three feasible teaching cases and an empirical study was carried out in Guiwu High School in Xuyi County.In view of the given teaching cases, the specific strategies students should acquire are applied to the teaching. Two classes of Grade Two in Guiwu High School are arranged as an experimental class and a control class. After one-semester experiment, the following findings can be drawn from the post-test results:meta-cognitive learning strategies play an important role in cultivating and improving students’self-learning ability.