A Study On Metacognition Ability Of Middle School Students In Mathematics Proposition Learning

Metacognition is the subject of their own cognitive process and the results of awareness and regulation and is often called cognition about cognition.The metacognitive knowledge can help students to regulate their learning process.Mathematics Theorem and Formula learning needs us to accumulate a certain degree of strategic knowledge and transfer it effectively.Therefore,to study the present status of senior school students' mathematical proposition in combination with the characteristics of metacognition theory is feasibility.In order to explore the current situation of metacognition ability of students in the research of mathematical proposition and the influence of metacognition ability on the efficiency of mathematics proposition learning.This paper obtain the present situation of meta-cognitive ability development of high school students in mathematics proposition,and to understand the influence of meta-cognitive ability on mathematics proposition learning.This paper puts forward the methods and tactics to enhance the students' metacognitive ability,and gives the relevant suggestions to improve themetacognitive composition of propositional learning efficiency.It is expected to provide the basis for improving mathematics teaching and learning efficiency.Through analyzing and inducing the correlation research findings both here and abroad,and then obtains the theoretical basis of the study and the issue of this paper,proposing the setting and meaning of this study and defining core concepts.This article dividing the following three factors:metacognition knowledge,metacognition experience and metacognitive monitoring into five factors: planning,regulation,inspection,administration and appraisal.From these five factors,we investigate the behaviour of senior school students in the research and application of mathematical theorems and formulas.Through the questionnaire survey and the application of theorem formula test questions to investigate the development of metacognition ability of senior school students in the research of mathematics proposition.Moreover,for the sake of enhance the validity and reliability of the survey,the student interviews and classroom observation were added.Based on the analysis of the related five factors ofmetacognition ability and achievement,the conclusions are obtained: first,the senior school students' metacognitive abilityhave is in the elementary level;second,the metacognitive knowledge of senior school students in mathematical proposition learning is not enough,metacognitive experience is not strong,and it is easy to be influenced by interference factors.Third,high school students lack metacognitive monitoring,when in the face of learning disabilities,they can not select the adjustment methods and Strategies timely and efficiently.Fourth,the level of metacognitive ability has an important influence on students' learning efficiency.Based on the outcomes we gained,the author propose concrete training tactics to improve students' metacognition level in mathematical proposition learning and put forward the related metacognitive strategies to improve the efficiency of mathematical proposition learning from three factors as metacognitive knowledge,metacognitive experience and metacognitive monitoring.