Research On Metacognitive Experience Of 5-6-year-old Children In Solving Mathematical Problems

Flavell(1979),an American developmental psychologist,first proposed the term metacognitive experience,which is defined as the cognitive and emotional experience produced by individuals in the process of cognitive activities.In the process of solving mathematical problems,there are many factors influencing the solution,among which metacognitive experience,as a part of metacognition,also plays an important role in solving mathematical problems.Therefore,this paper mainly studies the development of children's metacognitive experience in solving mathematical problems,and puts forward some strategic suggestions on how to promote the development of children's metacognitive experience.In this study,the metacognitive experience test scale was used as the main research tool to conduct the metacognitive experience development of 160 large class children randomly selected from two provincial demonstration kindergartens in Kaifeng City,Henan Province.The data obtained were analyzed and processed using SPSS21.0 software.The final research conclusions are as follows:1.Topic types: The total score of metacognitive experience in complex subjects is higher than that in simple subjects.There are great differences between children's metacognitive experience in simple and complex subjects.2.Task type: The total score of metacognitive experience in retrospective task is higher than that in prospective task.There are great differences between children's metacognitive experience in prospective task and retrospective task.3.At the level of two results(Success and failure): on the whole,there were significant differences in the metacognitive experience of simple questions between the two results;The metacognitive experience of complex problems did not differ significantly between the two outcomes.4.There is no significant gender difference in the total score of metacognitive experience.5.Through the simple effect test of the interaction between topic type and task type,it is concluded that the metacognitive experience of simple and complex subjects differs significantly between task types;the metacognitive experience of prospective tasks in simple and complex subjects is more different than that of retrospective tasks in simple and complex subjects.Based on the above findings,the following educational suggestions are put forward: First,choose different types of topics suitable for the development of children's metacognitive experience;Second,enrich the children's metacognitive knowledge in forward-looking tasks;Thirdly,encourage children to reflect and summarize in time in retrospective tasks;Fourth,different At the result level,attention is paid to the acquisition of children's positive metacognitive experience;Fifth,cultivate children's metacognitive experience ability in daily life.