The process of mathematics learning is essential a process of problem solving, with theprogress of the society and development of science and technology, the capability is more andmore important to the demand of talents, in the1980’s "problem solving" was widespreadfocused in the mathematicians. The factors for influencing mathematical problem solving arecomplex as well as various, including metacognition is the key factor for influencing problemsolving. The individual cognitive as the research object of metacognition, not only affects theprocess of problem solving, but also plays a very important role for the quality and efficiency ofproblem solving. Metacognition is paid attention to the psychologists and education experts fromput forward by the Flavell for the first time in1976in the United States. The concept, structureand culture on metacognitive are more focused by these researchers, which lay a theoreticalfoundation for the future study. The research for the combination metacognition and themathematics mainly focuses on mathematical problem solving and mathematics metacognitiverelationships and how to cultivate students’ mathematical metacognitive ability etc. But itremains to be developed to the reaserch for mathematics and cognitive under the different culturebackground.Owing to the historical, economic, political, geographical location and other factors, theeducation in kashi is still in a relative low level, it is a very important goal how to improve thestudents’ learning ability education. To achieve its goal, we will discuss the students as thestarting point. Metacognition, which is the cognition for cognition, is one of the key factors forindividual to achieve their own development. Therefore, the research for the level of students’metacognition is very important and necessary. In order to further improve junior high schoolstudents’ metacognitive for solving mathematical problem, so as to help them solve the plight oflearning mathematics. Based on the research for metacognition at home and abroad, combined with the characteristics of the subject in mathematics and cross-cultural national, This papertakes the methods of literature research, investigation research and quantitative research toinvestigate, analyse and study the metacognition of junior high school students in kashi area,trying to excavate the deep-seated problems and find countermeasures to solve these problems,which is the purpose of this research.In this paper, the first questionnaire adopts the metacognitive questionnaire scale ofTangJianlan mathematical problem solved and the second questionnaire refers to theachievement motivation scale by Gjesme and Nygard, middle school students’mathematicslearning motivation concept and attitude questionnaire by ZhangJianyue. This paper isestablished according to the local characteristics, which were investigated from four typicalschool of junior high school students in KaShi city. In these schools, there are two bilingualschools, which are kashi city normal college school and KaShi city the sixth middle school.There are two han school which are KaShi city the second middle school and KaShi city the thirdshcool. The following two points are known Through the investigation. The first, themetacognitive level of mathematical problem solving is generally very low and there is nosignificant difference for junior middle school in KaShi city. The two main factors between Themetacognitive knowledge and metacognitive experience exist obvious differences, but in thesecond order factor, the han students is higher than the Uighur students in the strategy level ofmetacognitive knowledge and the control level of metacognitive strategy, the Uighur students ishigher than the han students in the cognitive experience level of metacognitive experience andthe rating level of metacognitive strategy.Second, influencing mathematical problem solvingmetacognitive level of junior high school students in kashi region and two dominatingdifferences between the main factors into the individual factors and environmental factors. Theindividual factors include learning motivation and interest of the students, the existing cognitivestructure, self-efficacy and the style and personality of cognitive; Environmental factors includesociocultural factor, school education factor and family environment factor.In order to improve the metacognitive level of the junior high school students’ mathematicalproblem solving between Uighur and han in KaShi city,finally, I propose the correspondingstrategy. |