Research On The Application Of Metacognitive Strategies In Function Teaching In High School

Function is one of the core contents in high school mathematics,which accounts for a large proportion in the college entrance examination.It is also the emphasis and difficulty for students in the learning process.High school function includes three parts: the concept of function,the property of function and the application of function.It is often associated with the contents of set,inequality and analytic geometry.Therefore,the importance of function in high school is self-evident.How to teach and learn high school function effectively is an important task for teachers and students.Students can participate in the mathematics learning activities autonomously where students implement self-monitoring and adjustment through the process of laying emphasis on mathematics knowledge itself and motivating the emotional experience in mathematics learning.This process just reflects that students should make rational and effective use of meta-cognitive strategies to control their own learning process in mathematics learning activities.This paper divides the meta-cognitive strategies into three main dimensions:planning strategies,monitoring strategies and regulation strategies.The main research questions are as follows : 1.What is the situation of high school students using meta-cognitive strategies in the process of function learning? 2.Are there any differences in using meta-cognitive strategies in functional learning by students of different classes and genders? 3.Does high school function teaching under meta-cognitive strategies have an impact on students with low efficiency in learning?In response to question 1 and question 2,a survey was conducted on 77 students in innovative class and parallel class of Senior One of the internship schools,and a questionnaire was issued to understand the use of meta-cognitive strategies by senior high school students in functional learning.In response to Question 3,teaching research was carried out,and two students who performed poorly in the current survey and study inefficiently were selected as the research objects,and the three main dimensions of meta-cognitive strategies are integrated into the teaching design and implementation of the concept of function,the property of function and the establishment of function relations.The use of meta-cognitive strategies can help students who study inefficiently to improve the efficiency of learning function by means of after-class interviews,classroom observations and homework feedback.Based on the results of questionnaires and teaching research,the author mainly obtains the following conclusions:(1)Senior one students mainly use monitoring strategies in learning function chapters.(2)The situation of using meta-cognitive strategies in functional learning in innovative classes is better than that in parallel classes,especially in the main dimension of monitoring strategies.Male students are better at using meta-cognitive strategies in functional learning than female students.(3)Meta-cognitive strategies can help students who study inefficiently to improve the efficiency of functional learning and provide guidance for teaching.Finally,some feasible teaching suggestions are put forward for the application of function teaching in senior high school.