Research On Metacognitive Characteristics Of High-efficiency Mathematics Learners In Grades 5-6 Of Primary School

High-efficiency learning is a hot topic for teachers and students to discuss.It is also a way to help students reduce the burden of learning.Among the factors affecting high-efficiency mathematics learning,mathematical metacognition is an important observational measure,and mathematics learning scores of primary school students are also related to mathematics.There is an inextricable link between metacognition.In the study,the self-edited "Preliminary Questionnaire for Pupils' Mathematical Metacognition Level",the questionnaire has a total of 33 items,which contains three subscales:mathematical metacognitive knowledge,mathematical metacognitive experience,and mathematical metacognitive monitoring.The knowledge knowledge subscale contains 8 questions,the mathematical metacognitive experience subscale contains 6 questions,the mathematical metacognitive monitoring subscale contains 17 questions,and the credibility questionnaire 2 questions.The internal reliability of the questionnaire is 0.923,the split-half reliability coefficient is 0.878,the test-retest reliability is 0.974,and the validity and reliability are reasonable.It indicates that the questionnaire can be used as a survey of mathematics metacognition level of primary school students in grades 5-6.Taking the Questionnaire of Pupils' Mathematical Metacognition Level as a testing tool,the sample of the subjects involved 5-6 grade primary school students in North China,East China,South China and Southwest China.The sample size is about 600,after 5-6 The mathematics metacognitive level of the primary school pupils was tested and the following conclusions were obtained:a)There is no significant difference in the overall level of mathematical metacognition between the high-efficiency mathematics learners in the 5-6 grade primary school and the general group;the high-efficiency group is compared with the low-efficiency group,the average group is compared with the inefficient group.There are significant differences in the overall level of mathematical metacognition,mathematical metacognitive knowledge,mathematical metacognitive experience,and mathematical metacognitive monitoring.b)High-efficiency mathematics students in grades 5-6 of elementary school are obviously superior to inefficient students in the five factors of individual knowledge,knowledge about strategy,cognitive experience,monitoring and adjustment,feedback and test,high efficiency group and low The effect size between the efficiency groups is medium effect;the average group of students is obviously superior to the low-efficiency group,the high-efficiency group and the low-efficiency group among the individual factors,the knowledge about the strategy,and the cognitive experience.The effect size is medium or small effect;in the aspect of orientation and planning,the high-efficiency group is better than the ordinary group,the general group is obviously better than the low-efficiency group,and the high-efficiency group and the ordinary group are The effect size is a small effect,and the effect size between the normal group and the low efficiency group is medium effect;in the organization and management factor,the high efficiency group is superior to the ordinary group,and the ordinary group is obviously superior to the inefficient group,and the efficiency is high.The effect size between the group and the normal group is small,and the effect size between the high efficiency group and the low efficiency group,and between the normal group and the low efficiency group is a medium effect.c)There are three paths that indirectly affect the mathematics learning achievements of the 5-6 grade students in primary schools:one is "mathematical metacognitive knowledge?mathematical metacognitive experience?mathematical learning achievement",and the other is "mathematical metacognitive knowledge?mathematical element" Cognitive monitoring?mathematics learning results,the third is "mathematical metacognitive monitoring ? mathematical metacognitive experience?mathematics learning results."Teaching Suggestions:Teachers should make full use of the relationship between mathematics metacognition and mathematics academic achievement,pay attention to the joint parent's family education to train primary school students'mathematics metacognitive ability,help students improve mathematics learning scores,and train students in the educational process.Mathematics learns the formation of emotions and experiences.