The Research Of Difference Comparison And Training Strategy Between Uighursand Han Of Junior School On Students’s Metacognitive Ability In Mathematical Problem Solving

In compulsory mathematics curriculum standards of2011, the level of "problemsolving" ability is regarded as an important criterion in the level of mathematics.Mathematical metcognitive ability is included in the factors of mathematicalproblem-solving ability, and cognitive ability is the unifying element in mathematicalproblem-solving ability, regulating and monitoring status. This study start fromvarious dimensions of metacognitive ability to understand the law of the mathematicalmetacognitive ability of the performance in two communities, in accordance with thelaw to develop reasonable performance of teaching strategies to improve student mathmetacognitive ability.In this study, using literature, questionnaires, interviews and observation methods,metacognition, problem solving concept and structure model were reviewed andcombed. Then metacognitive problem-solving ability about two-dimensional Hanethnic students and Uighursethnic students is surveyed and have mathematicalstatistic analysis.In this study, investigation and analysis as the following conclusions:(1) From gender-ethnic dimension, there are significant gender differencesreflecting on students’ individual knowledge, task knowledge, strategic knowledgeand introspection strategy for the ethnic Uighur, male students do better than femalestudents on Uighur. In the emotional experience, regulation strategies andintrospection strategy, there are ethnic differences in male student groups, malestudents on Uighur do better than male students on Han. In the evaluation strategy,there are ethnic differences for all students, students on Uighur do better than studentson Han.（2）From the age-ethnic dimension, Uighur students of the critical age in thetask of knowledge was14years old, the key individuals in the knowledge age is16years old. the key individuals in the knowledge age of Han is15years old.Performance of Han students in the evaluation strategy and introspection strategyincrease with age increased. (3) From grades-ethnic dimension, the key segment of the Uighur students inindividual knowledge, planning strategies, and introspection strategy is in secondgrade. The key segment of the Han students in emotional experience, planningstrategies, assessment strategies and introspection strategy is in third grade, inemotional experience, Han students do better than Uighur students in third grade. Inthe regulatory strategy, the level of regulatory strategy increase with grade increased.（4） From the academic achievement-t ethnic dimension, in individualknowledge, task knowledge, strategic knowledge, experience cognitive, emotionalexperience, strategic planning and regulatory policy items, performance of Hanstudents increase with scholastic achievement increased, in evaluation strategy andintrospection strategy, the performance of students on the score of90points do betterthan others. For Uighur students in the task of knowledge, experience cognitive,emotional experience, evaluation strategies and introspection strategy, theperformance of students on the score of90points do better than others, in strategicknowledge, planning strategy and regulatory strategy, performance of Uighur studentsincrease with scholastic achievement increased. For Uighur students in individualknowledge, there is no significant difference in academic achievement betweenadjacent segments.Through the analysis of the survey results, combined with mathematics teachingpractice of junior school, come up with grabbing the key and put forward the principleof permeability through the classroom model law, to train students of mathematicalproblem solving in self-questioning method, thinking aloud method, exchanges andcooperation in law reflecting on the evaluation method to solve mathematicalproblems with Metacognitive abilities.In terms of recommendations about metacognitive ability, focus on improvingteacher training metacognitive abilities, rich language in demonstration class andbehavior of the tension, the timing of individual guidance, shift of metacognitivemental habits from outside to inside, cooperation heterogeneous grouping exchangesand full exchange, reflection evaluation form flexible and practical results.