The Experimental Research Of Senior One Studentsin Mathematics Meta-cognitive Training

With the development of the society, more and more people are realizing the importance of learning mathematics, but it is not easy to master mathematics learning methods, everyone’s different learning styles and learning habits are different,so the formation of learning method is also different.And meta-cognition, a "cognition" about "cognition", based on the nature of learning,from three levels,the study of knowledge, learning experience,learning in monitor,the interpretation of the study can be carried out : in the preview, study, review, we should always pay attention to the management and monitoring to oneself, to find the direction, trying to do, to test, correcting the known mistakes, learning and summing.The author according to the learned content,consider that from the perspective of teachers,the middle school mathematics learning can be combined with the theoretical knowledge concerning meta-cognition,in which some of content will be tabulated, to be presented to students more convenient and more visually;at the same time, some theoretical content is not easy to master, it is better to give the students some specific methods about study, letting them to understand, imitate, comprehend and thus internalized to form their own learning habits and style.And from the perspective of students, mainly, prepare a notebook, do some records about some theories, training instances, the analysis about mistakes, reflection and sentiment.In this paper, combining the practice of my own, the author completed the study through the observation, experiment, questionnaire investigation, case study. The research shows that:(1) high school students meta-cognitive level was significantly correlated with their math scores, so the meta-cognition training needs a long-term;(2) whether or not to accept the special meta-cognitive training, senior one students’ meta-cognition level in general are constantly improve, and specially meta-cognitive training can make it greater increase;(3) the meta-cognitive training need more methods, but also to attach importance to the training of the non-intelligence factors;(4) the meta-cognitive training must pay attention to the principle of the moderation.Meta-cognitive training effects in middle schools mathematics teaching is not immediate, but it will form a habit of meta-cognitive awareness and meta-cognitive training ways, enable students to improve mathematics learning, math grades have improved, bring students a better experience, encourage students to learn a virtuous cycle, at the same time it can be migrated to other disciplines, to enable students to improve their self-learning ability and lifelong benefits from it.