Study In Situation And Culivation Of Meta-cognitive Ability Indata Analysis In Junior School Students

Cultivating junior school students’ meta-cognitive ability is a new requirement for cultivating student’ comprehensive quality in the new period. The essence of learning statistics section in junior school is to participate in the activities of the data analysis process. Meta-cognitive ability is the important factor to influencing the mathematical activity, so meta-cognitive ability in the data analysis will determine the quality and efficiency of the data analysis activities. It plays an very important role for the improvement of the data analysis ability and the development of the data analysis concept to cultivating data analysis.In this study, we research the meta-cognitive theory,the meta-cognitive theory in mathematics and solving mathematics problems. On the base of the data analysis concept, the data analysis operation process and teaching content, the meta-cognitive ability in the data analysis defined as:Being guided by the data analysis concept, the activists monitor and regulate their own thinking activity and psychological experience in the process of data analysis. By analyzing the structure and factor of the meta-cognitive ability in mathematics analysis, we build the analysis framework of the meta-cognitive ability in mathematics analysis. It contains 3 aspects and 8 dimensions: meta-cognitive cognition 、meta-cognitive experience and meta-cognitive monitoring in data analysis.A total of three main factors,and to be subdivided into : subject, object, strategic, consciousness, planning, monitoring, regulation and reflection, a total of 8 secondary factors.Then we work out the questionnaire on the basic of the analysis framework of the meta-cognitive ability in mathematics analysis. Using questionnaire survey method, interview method and so on, we selected nearly 300 junior school students who are from different type of schools in Dalian as the investigation object. By SPSS software, we analyzed the data of this questionnaire. The conclusions of junior school students’ meta-cognitive ability in data analysis are as follows:1.The overall level of junior school students meta-cognitive ability in data analysis is in the medium level, relatively the planning, monitoring, regulation and reflection are in the low level.2.According to analysis and comparison of data, we found that math scores and meta-cognitive ability in data analysis are positive correlation, therefore good scores’ meta-cognitive ability in data analysis is higher than poor scores.3.Through comparing the scores of every dimensions of different types of school students, we found that the level of meta-cognition ability in data analysis from school in town is lower than the level of urban school. There are significant influence between types of school and the level of meta-cognition ability in data analysis. In other word, the students’ meta-cognition ability in data analysis can be improved by optimizing the teaching level.4.Through comparing the scores of every dimensions and overall scores among different gender students, we found it is not obvious difference.5. With the increasing of grade, the level of meta-cognition ability in data analysis is getting better and better. It means that the development of the meta-cognition ability in data analysis is periodically.Finally, try to put forward 6 suggestions and strategies of teaching about improving the students’ meta-cognition ability in data analysis.1. According to the characteristics of students’ meta-cognition and cognition, train the students’ meta-cognition ability in data analysis in an orderly way and step by step.2. Create data analysis problem situation, using the heuristic teaching mode to stimulate students’ initiative.3. Emphasize introspection training, encourage students to write introspection diary.4. By speaking of thinking mode, training the students’ meta-cognition ability in data analysis.5. Training students’ questioning consciousness by “question and situation” improve the students’ meta-cognition a- bility in data analysis indirectly.6. Strengthening the infiltration of statistical thinking, training students’ the concept of data analysis.