The Influence Of Elementary School Students' Academic Mastery Evaluation On Cognitive Flexibility

In recent years, though the relationships between cognitive flexibility and student achievement type, grade, mental health and other factors have been depth studied,and been found that cognitive flexibility is not only an important cognitive basis of learning and mental health, but also a result of learning and development.However, the study of the influence of teachers' academic evaluation to students on cognitive flexibility is concerned little. In addition, with students' psychological growth and development, when the off-line metacognitive controlling of individual own cognitive activity reaches a certain level, students' academic mastery evaluation in metacognitive and teachers' academic mastery evaluation become two basic ways of students cognizing and understanding own situation of academic mastery. Thus, it is a important theoretical issue of evaluation of teaching psychology that explore the influence of teachers' academic mastery evaluation and students' academic mastery evaluation in off-line metacognitive on cognitive flexibility, but it is also an important practice in teaching evaluation. In this study, the influence of teachers' and students' academic mastery evaluation on cognitive flexibility as a problem, there are three specific research:the influence of teachers' academic mastery evaluation on cognitive flexibility, the influence of clarity of students' academic mastery evaluation on cognitive flexibility, the influence of teachers' academic mastery evaluation and students' academic mastery evaluation on cognitive flexibility and whether this effect is due to the different levels,in research methods as follows:The first study uses between-subjects design,select 63 students from Hohhot three primary school by stratified sampling method and randomly allocate 3 types of academic mastery evaluation to explore the influence of immediate and different types of teachers' academic mastery evaluation on cognitive flexibility. The second study uses between-subjects design,select 62 students from Hohhot three primary school by stratified sampling method and guide them perform students' academic mastery evaluation to explore the influence of the clarity of the the academic mastery evaluation in off-line metacognitive on cognitive flexibility.The third study uses 2*2 between-subjects design.select 81 students from Hohhot three primary school by stratified sampling method, after guiding them perform students' academic mastery evaluation, randomly allocate 3 types of academic mastery evaluation to explore the influence of teachers' academic mastery evaluation and students' academic mastery evaluation on cognitive flexibility and whether this effect is due to the different levels.The results are as follows:(1) The individual's cognitive flexibility with only reading positive academic mastery evaluation is significantly lower than the individual's cognitive flexibility with no reading academic mastery evaluation;the individual's cognitive flexibility with only reading negative academic mastery evaluation is significantly higher than the individual's cognitive flexibility with only reading positive academic mastery evaluation;there is no difference between the individual's cognitive flexibility with only reading negative academic mastery evaluation and the individual's cognitive flexibility with no reading academic mastery evaluation.(2) During guiding them performing students' academic mastery evaluation,the individual's cognitive flexibility with clear students' academic mastery evaluation is significantly higher than the individual's cognitive flexibility with unclear students' academic mastery evaluation;the individual's cognitive flexibility with clear students' academic mastery evaluation is significantly higher than the individual's cognitive flexibility with no students'academic mastery evaluation;there is no difference between the individual's cognitive flexibility with no students' academic mastery evaluation and the individual's cognitive flexibility with unclear students' academic mastery evaluation.(3) After guiding individual performing students' academic mastery evaluation and reading teachers' academic mastery evaluation,there is no difference between the individual's cognitive flexibility with no students' academic mastery evaluation and no reading academic mastery evaluation,the individual's cognitive flexibility with clear students' academic mastery evaluation and reading positive academic mastery evaluation,the individual's cognitive flexibility clear students' academic mastery evaluation and reading negative academic mastery evaluation,the individual's cognitive flexibility with unclear students' academic mastery evaluation and reading positive academic mastery evaluation,the individual's cognitive flexibility with unclear students' academic mastery evaluation and reading negative academic mastery evaluation.Based on the above results, we discuss the following conclusions:the single teachers' academic mastery evaluation can not play a catalytic role in cognitive flexibility?especially positive teachers' academic mastery evaluation make immediate students' cognitive flexibility lower; and at the end of learning, guiding individual performing students' academic mastery evaluation can improve the clarity of off-line meta-cognitive evaluation to contribute to the development of students' cognitive flexibility;give students teachers' academic mastery evaluation when teachers guide students performing students' academic mastery evaluation,there is no significant effects in statistic.