The problem is the heart of mathematics.In a sense,mathematics teaching is t he teaching of mathematical problem solving.Mathematical ability and the level of mathematical literacy are often related to the level of mathematical problems,in fact,a large number of students with low ability to solve problems,which in the end is what causes it?In addition to academic foundations and learning habits,this is closely related to self-monitoring in mathematical problem solving.This is the i nitial motivation to choose this research topic.The content of mathematics is highl y abstract,the mathematical reasoning is extremely rigorous,the language of math ematics is very refined,which in particular requires students to self-monitor their problem solving process.Enhance the ability to solve problems,improve the quality of problem solving,the key lies in the teaching of students in the problem of te aching students to solve problems self-monitoring ability.And the ability to cultivat e,not only allow students to self-monitoring their own mathematical problem-solvi ng,but also through the self-monitoring of the migration to improve students' enti re mathematics learning activities of self-monitoring ability,so as to mobilize the enthusiasm of students to learn mathematics,play the main role,Mathematics lear ning efficiency.At present,our research on self-monitoring is derived from meta-cognitive the ory,and self-monitoring is the core of metacognition,and the two are fundamental ly consistent.Only teachers pay attention to the cultivation of self-monitoring abili ty,Teaching process attention to guide,in order to enable students to develop self-monitoring in the good habits,and gradually improve the problem-solving ability and mathematical literacy.Based on the research of many scholars at home and abroad,this paper anal yzes the current situation of self-monitoring ability of students by means of literat ure research method,experimental observation method,questionnaire survey metho d,interview method and SPSS statistical software analysis.Related experiments,th e formation of the self-monitoring on the development of self-monitoring strategies,they are: First,ask the students to explain the subject,two,focus on the proble m solving step,three,focus on optimizing the problem-solving process,four,focuson the issue of extension and promotion.According to the training strategy proposed in this paper,the teaching experi ment of the semester is carried out in the experimental class,the validity of the verification strategy is verified,and the post-test of the survey object is carried ou t through observation,interview and questionnaires.Compared with the control cla ss,The situation did not change,and the use of the training strategy of the exper imental class changes are more obvious,from the beginning he step by step to ac hieve a certain degree of self-monitoring,problem-solving ability significantly impr oved control group and experimental group self-monitoring There are significant di fferences,we can see that the proposed training strategy is more effective.The new curriculum standard requires high school teaching to focus on cultiv ating students' mathematical literacy.However,under the environment of college e ntrance examination,the mathematical problem solving is undoubtedly the most im portant part of mathematics learning in the environment of college entrance exami nation.So that self-monitoring training is essential,hope that through the study of this article,can awaken teachers,parents and society for the mathematical proble m-solving self-monitoring ability to cultivate the importance of mathematics learnin g is no longer so boring,so that students solve The problem is more efficient,an d to further develop students' mathematical literacy to provide some help. |