Effects Of High School Students’ Metacognition On Learning Function

Function plays a very important role in the development of mathematics in many branches of mathematics are to function as the center to expand research. Function abstract concept, it makes the Function Teaching rich way of thinking, such as:the ideal of Classification discussion, combination of figure and chart equivalent transformation, function and equation. American Metacognition psychologist Flavell first proposed in 1976, which belongs to the category of quality of thinking. Metacognition promote intellectual development, improve cognitive efficiency, enhance learning ability, the ability to compensate for the lack of cognitive functions. Meta-cognitive theory and function combine teaching, to promote the teaching content specific function, and the development of students’metacognitive level in a particular classroom teaching and promote each Metacognition is an American psychologist Flavell first proposed in 1976, which belongs to the category of quality of thinking. Meta-cognitive mainly includes three aspects:metacognitive knowledge, metacognitive experience, metacognitive monitoring, which has a direct impact on mathematics learning. Metacognition can promote intellectual development, cognitive efficiency, learning, and make up for lack of cognitive functions. The metacognitive teaching theory and function combine to promote the teaching of specific functions of content, and the development of students’ metacognitive level in a specific classroom and mutually reinforcing.The basic definition of meta-cognitive herein, mathematics meta cognition from the start, in the opinion of metacognitive theory, combined with combined thought processes and curriculum standards "function" knowledge learning, knowledge syllabus for high school students function requirements to be achieved, for high school students "function" learning Metacognitive level investigation, statistics and analysis, we found that the students do not understand the concept of a function of a thorough, resulting in not a good use of the function of pure mathematics knowledge to solve problems and practical issues raised attention and consideration everyone on Metacognition in Mathematical Problem Solving Ability for teaching high school compulsory module functions in a number of strategies and methods presented. There are many researchs on the metacognition, but the mathematical metacognition and high school math functions combine the contents of this research is new.This article studies the meaning and value is based on the current development of learning theory to download teaching concept to grasp it, to explore on the "function" metacognition process of teaching students a new understanding. Because metacognitive to improve student learning, but also to optimize the efficiency of teaching teachers. The specific content of teaching and development of students’ metacognitive ability to promote each other, the former is the latter carrier, the latter is the goal. In the last paragraph of this article also details the method combines the function of teaching strategies to improve students ability of metacognition.