| In recent years,with the educational reform is in vigorous process,educational reform in mathematics is also going on unexceptionally.Especially to promote the professional development of teachers,the relevant education departments offer a variety of training for teachers constantly.On this issue,a lot of researches have been conducted by domestic and foreign scholars.But most of the evaluation of mathematics is that students learn painfully,and teachers teach hard.Therefore,the level of professional development of high school mathematics teachers still needs to be improved quickly.Meta-cognition,which was put forward by Flavell in the book "Cognitive development"in 1976,its positive effect on learners’ cognitive activity has been confirmed by many of the theory and empirical research.Teachers are not only a professors but also learners.Therefore,the author propose hypothesis that we can regard high school math teachers as "learners"who strive to improve their professional development,The relationship between high school mathematics teacher meta-cognition their professional development as an entry point,So as to improve the high school mathematics teachers’ professional development appetizers.To prove those hypotheses,the author collected a sample of 256 senior high school mathematics teachers from 26 high schools of cities or counties in Guangxi.Using the qualitative method integrated with quantitative,through literature analysis,survey,interviews,the thesis mainly studies high school mathematics teachers,Meta-cognition present levels and the current situation of their professional development;the correlation between high school math teachers,Meta-cognition and professional development and the most important factors which affect their professional development;Finally,it combines data with interviews and then get enlightenment that how to improve math teachers’ Meta-cognition level and promote teachers’ professional development.By studying come to the following conclusions:(1)High school math teachers’ meta-cognitive knowledge level and meta-cognitive monitoring are general and meta-cognitive experience is very low.With increasing seniority and titles,teachers’ meta-cognition,meta-cognitive knowledge and meta-cognitive monitoring are getting better;and Those teachers,which usually participate actively in the teaching,high-quality class,classroom management or have highlight research,was rated as advanced education teacher or excellent title,have a high level of meta-cognition and meta-cognitive knowledge.(2)High school math Teachers’ professional idea is good,but the professional ability and growth is not ideal,and professional knowledge is not sufficient.The accumulation of knowledge and teaching experience which the teachers,increasing seniority and title bring has great influence on promoting the teachers’ professional development,and the male teachers’professional ideas and knowledge is richer than female teachers’.(3)High school math teachers’ meta-cognition level and its dimensions can significantly affect and promote their professional development.The rich meta-cognitive knowledge,can contribute teachers,professional growth in a variety of ways,the powerful meta-cognitive monitoring can improve teachers’ professional concept.the processes of meta-cognitive promote the teachers’ professional development,sound meta-cognitive experience is the boosters for high school teacher to break through "bottleneck" to "excellent".(4)Teachers’ seniority,ethnic and other characteristics have an important influence on the correlation between their meta-cognition and professional development.There is stronger positive correlation between meta-cognition and professional development among those people who work in the fifth years,have the secondary title,obtain excellent achievement in the competition of teaching or high-quality class and be rated as outstanding educators or excellent teachers;In teachers team with ethnic diversity,minority teachers’ optimistic,confident and emotional teaching experience is more conducive to teachers’ professional development.(5)High school math teachers’ meta-cognitive monitoring,knowledge and experience have a predictive effect on teacher’s professional development,and the prediction model is:y＝8.640+1.706x1＋1.174x2+0.912x3.In the three main dimensions of meta-cognition,Meta-cognitive monitoring has the most significant impact on high school math teachers’ professional development.(6)Through cluster analysis,it shows that there are three types of teachers in meta-cognition and professional development:weak,medium,better.The score of the questionnaire is higher,it indicates that the teachers’ level of meta-cognitive and professional development is better.Teachers can fill in questionnaire,contrast the center value of each dimension of various types of teachers,and know their level of meta-cognition and professional development,so that could get better ways to remedy.(7)On the basis of the findings of quantitative analyses as well as semi-structured interviews,from the colleges cultivate university normal students,culture of middle school mathematics teachers,teachers’ management and other aspects,the thesis explored the enlightenment of high school mathematics teachers’ professional development.In addition,limitations of the study were listed so as to provide some information for future study in this field. |
