A Study On The Application Of Self-regulated Learning Strategies In Mathematics Problem Solving For Senior High School Students

Mathematics problem-solving requires students to be able to make their own plans to solve problems according to the meaning of the problem.At this time,the use of self-regulated learning strategies in the process of problem-solving can help senior high school students to provide help in more comprehensive and flexible senior high school mathematics problems.At present,the existing literature focuses on the meaning of self-regulated learning strategies,the classification of self-regulated learning strategies and the influencing factors,while the research combined with specific subjects is mostly language subjects,and the research on the application of self-regulated learning strategies in high school mathematics problem solving is even less.Therefore,I hope that through this study to understand the specific application of these self-regulated learning strategies in mathematical problem solving,to help students improve the efficiency of problem solving,and to lay a theoretical foundation for teachers' daily teaching.Under the existing research results,in order to understand the application of self-regulated learning strategies in mathematics problem-solving of senior high school students,this paper uses literature analysis,questionnaire survey,case analysis and interview methods to study senior high school students.First of all,using the method of literature analysis to sort out and analyze the existing literature,on this basis,the self-regulated learning strategies of high school students are defined and classified.Secondly,according to the theoretical basis of the definition and the existing success scale,a questionnaire was developed to investigate the current situation of self-regulated learning strategies used by senior high school students in mathematics problem solving.Then,use case analysis and interview method to study the specific application of self-regulated learning strategy in high school students' actual mathematics problem solving.Finally,according to the results of the questionnaire and case analysis,the author draws a conclusion,and puts forward some suggestions on how to use these strategies in Teachers' daily teaching.This study found that:(1)Senior high school students widely use self-planning strategies in the examination and analysis stage of mathematical problem-solving,but they are weak in the planning stage,and there are grade differences in the use of self-planning strategiesin this stage;(2)High school students lack of self-monitoring strategy in the test stage of mathematical problem-solving,and the strategy is flexible in other steps of problem-solving process.There is no significant difference in the use of self-monitoring strategy in the whole process of problem-solving;(3)The application of self-regulation strategy in the whole process of solving mathematical problems is not ideal,especially in the stage of reflection research after solving problems,which is more obvious,and there are some differences in the application of self-regulation strategy in the stage of reflection research after analyzing and solving problems;(4)In the process of solving mathematical problems,the auxiliary strategies of senior high school students have a positive impact on the use of self planning,supervision and control strategies.Therefore,the suggestions on how to train students' self-regulated learning strategies in their daily teaching are as follows: pay attention to guiding students to practice the application of strategies;pay attention to students' writing in the process of solving problems;pay attention to the cultivation of students' test habits after solving problems;pay attention to the cultivation of students' ability to summarize and reflect on mathematical problems;pay attention to students' basic knowledge The teaching should arouse students' strong interest in mathematics learning.