A Study On The Development Of Metacognitive Strategies For Learning Trigonometric Functions Of Grade One High School Students

Trigonometric function learning contains rich mathematical thought,Good metacognitive strategies can help students solve the corresponding mathematical problems when learning trigonometric functions.Whether students can actively self-regulate and control the cognitive process affects problem solving,that is,the level of metacognitive strategy affects problem solving..What’s more,it will lead to a poor learning outcome without metacognitive strategies in the problem-solving process for students.Inspired by this point of view,we intend to explore the development of metacognitive strategies of Grade One High School Students in Trigonometric function learning learning.Based on the literature research and the theory of metacognitive strategy,this paper adopts the research methods of investigation,interview and statistical analysis.First,the metacognitive strategy scale and the test paper of Trigonometric function are designed to discover the development of metacognitive strategy of students.Second,by the analysis results,we have the following conclusions.One is that the poor metacognitive strategy of respondents outcome from the tests,especially the monitoring strategy and reflective adjustment strategy.Another is that the planning strategy,monitoring strategy and reflective adjustment strategy are significant correlation between with learning achievements.According to the above analysis,we propose to improve the metacognitive strategies of students by means of mathematical writing,thinking aloud,filling in a plan form and reflecting after a question.