A Study On The Influence Of The Application Of Polya's Table Of "How To Solve It" On Self-Monitoring Ability Of High School Students

Self-monitoring ability is an important component of self-learning ability.Mathematics self-monitoring ability is an important component of mathematics subject literacy.High-level self-monitoring ability helps to promote the change of learner learning methods to active discovery.Polya's table of “How to solve it”builds a complete metacognitive structure.The application of Polya's table of“How to solve it” has a certain effect on learners ' self-monitoring ability.Therefore,this article studies the application of Polya's table of “How to solve it”to those aspects of high school students' self-monitoring ability,which type of students have an impact on self-monitoring ability.This paper uses literature analysis,questionnaire survey,and experimental methods to study the impact of Polya's table of “How to solve it” on high school students' mathematical self-monitoring ability.First of all,we use the literature analysis method to carry out theoretical research on Polya's table of “How to solve it” and the literature of self-monitoring ability,and finally form the theoretical basis of the paper.Secondly,we use questionnaires to study the mathematical self-monitoring ability of high school students.Finally,we explore the impact of the application of Polya's table of “How to solve it” on the self-monitoring ability of high school students through experiments.This article is divided into five parts:The first part.Firstly,based on the requirements of the new curriculum standards,the current status of high school students' self-monitoring ability,and the impact of Polya's table of “How to solve it” on the structure of meta-cognition,we raise research questions: impact of the application of Polya's problem solvingtable on self-monitoring ability of high school students.Secondly,we describe the meaning and framework of the research in detail.The second part is the research review.Firstly,we describe the research of Polya's table of “How to solve it”,and mainly introduce Polya's table of “How to solve it”,the relationship between Polya's table of “How to solve it” and meta-cognition,and the application of Polya's table of “How to solve it” in teaching.Secondly,we mainly describe the research on self-monitoring,sort out the definition of self-monitoring,the research on the structure,characteristics and influencing factors of self-monitoring ability,and the related research on mathematical self-monitoring ability.Thirdly,it is a review of the research on this article.we analyze the deficiencies in existing research and the purpose of this article.Whatmore,we define the related concepts of this research.Self-monitoring refers to the process by which students actively,consciously plan,monitor,check,evaluate,feedback,control and regulate their learning process at any time in order to achieve their learning goals.Finally,we describe the theoretical basis of this article.we mainly include meta-cognitive theory,cognitive constructivism,and the thinking structure theory of Lin Chongde.The third part is the research design.we compile a mathematical self-monitoring ability scale and a math tutoring case.we conduct a questionnaire survey of high school students' self-monitoring ability,and carry out an experimental study on the application of Polya's table of “How to solve it”.The fourth part is data analysis.With Excel and Spss,pre-test data and post-test data are statistically analyzed.We mainly use the data processing method of paired T test.The fifth part is the conclusions and recommendations about this research.Firstly,high school students have a high level of mathematical self-monitoring ability,and most(62.62% students are at level three.Among them,the level of dimensions of planning,management and adjustment are all at three.But the level of dimensions of inspection and evaluation are all at two.Secondly,there is a significant difference between the post-test(3.272 and the pre-test(3.048 of high school students' self-monitoring ability.Among them,there are significant differences in the dimensions of planning,management,and testing.Thirdly,after Polya's table of “How to solve it” exercises,there is no significant difference between the post-test(3.191 and pre-test(3.069 of excellent students.However,the post-test of dimensions of planning has a significant improvement over the pre-test;there is a significant difference between the post-test data(3.431)and the pre-test data(3.147)of middle students.Among them,there are significant differences in the dimensions of planning,management,and testing;there is a significant difference between the post-test(3.142)and the pre-test(2.899)of at-risk students.Among them,the dimensions of management,inspection and evaluation have significantly improved.Finally,we have put forward effective teaching suggestions for improving the self-monitoring ability of three types of students.