Research School Mathematics Teaching Meta-cognitive Training Combined With Practical

The21st century is the explosion of information society, knowledge,speed of geometric growth, the traditional mode of teaching and learningmodel can not meet the needs of the times. How to teach students toengage in independent learning, how to improve students’ ability to think,is a hot issue concerns the whole society. Mathematics is a highly abstractdiscipline, the fundamental task is to improve mathematics teaching anddeveloping students’ thinking skills. Effective teaching is not only toteach students the knowledge, more important is to teach students how tolearn to master knowledge in the process.1970s, the concept of meta-cognition proposed by the Americanpsychologist Flavell aroused the attention of teachers, students developits intelligence, learning to teach students with significant guidance.Meta-cognitive awareness is the basis of the individual’s own cognitiveprocesses, the cognitive activities of self-reflection, self-control andself-regulation. Meta-cognition is the individual’s cognitive awareness.Structural dimensions of meta-cognition mainly include three aspects,namely meta-cognitive knowledge, meta-cognitive experiences and meta-cognitive monitoring. Specific methods include meta-cognitivetraining teachers in the Model Law, knowledge transfer method,self-questioning method, target learning and training methods, teachingeach other and so on.The research goal of teaching through meta-cognitive trainingprogram designed to improve students’ meta-cognitive ability to betterlearn how to learn, to lay a solid foundation for future learning. Select aconsiderable achievement two classes, as the experimental classes andcontrol classes. Join meta-cognitive training instructional designmathematics teaching in the experimental group, while the control groupusing conventional teaching in mathematics teaching. The experimentalgroup and the control group were consistent with the teaching content,teaching schedule, teaching hours, classroom teachers. That addedmeta-cognitive training instructional design mathematics teaching in theexperimental group, whereas the control group using conventionalteaching in mathematics teaching.Integration of meta-cognitive training in teaching methods,educational objective is to develop lifelong student-centered, teachingstudents how to learn; teachers are dominant, is the designer of teaching,instructor, student partners. Students are subject, is an active participantof the teaching process, active builders of knowledge; learning to explorea variety of learning styles based; teacher-student relationship is equality, cooperation and harmony; attention both results of the evaluation, butalso attach importance to the process of evaluation.In the experimental group, the subject of teaching mathematicsthrough the creating of problem situations, to stimulate interesting oflearning. Teach meta-cognitive knowledge, improve meta-cognitiveawareness. Boot meta-cognitive experiences, discovery learning. Carryout self-reflection, to improve the monitoring level.Finally, Z test analysis data discovery: the experimental classoutperformed the control class; statistically significant difference in boysand girls in math does not exist; affect meta-cognitive training ondifferent levels of students is different, experiments show meta-cognitiveability to influence students’ training on the most obvious medium foreugenics Secondly, the most obvious impact on the underachiever.