The Study Of The Correlation Between The Learning Style And The Level Of Mathematics Metacognition Of The Second-year Students

With the continuous advancement of the new curriculum reform,the core idea of student-oriented and promoting students'all-round development is more deeply rooted in the hearts of the people.Students'learning styles are diversified and the learning methods are different.Metacognition,the "cognition" of "cognition",is based on the essence of learning.The improvement of Meta-cognitive level can promote the improvement of learning efficiency.Students'mathematical meta-cognitive level has an important impact on the efficiency of problem-solving,and then promotes students to achieve higher academic achievements.Therefore,mathematical meta-cognitive plays a major role in the improvement of mathematics learning performance.The main research content of this paper is to help students and teachers better understand the meaning of learning style and mathematical meta-cognition and its role in mathematics learning;to help students realize their learning style preferences,so that they can more flexibly cope with different learning situations and materials,and improve learning efficiency.The cultivation of mathematical meta-cognitive level has always been paid attention to,but more studies focus on the training of meta-cognitive strategies,the measurement of mathematical meta-cognitive level,the relationship between mathematical meta-cognitive level and mathematical academic performance,etc.There are few studies that take students'learning style into account.The purpose of this study is to adjust the characteristics of their learning style,the performance of their metacognitive level in mathematics,the performance of students'metacognitive level in different learning styles,and the correlation between learning style and their cognitive level in mathematics.The study used Solomon's Learning Style Test and Senior High School Mathematics Metacognitive Level Questionnaire to investigate the learning style and metacognitive level of senior high school students.SPSS software is used to process and analyze the dataThe results show that the students of Senior Two have different learning style tendencies,and there are significant differences in perception and intuition between students of different genders.Secondary school students'metacognitive level of mathematics is in the middle level as a whole,and there are gender differences in metacognitive knowledge of mathematics.The investigation and analysis of the mathematical metacognitive performance of different learning styles reveal that there are significant differences between active and meditative learning styles in mathematical metacognitive knowledge,which is embodied in the sub-dimension of task knowledge.There are significant differences between perceptual and intuitive learning styles in task knowledge and organizational management.Intuitive students perform better in task knowledge and organizational management.In terms of visual and verbal learning styles,there are significant differences in students'scores of strategic knowledge and metacognitive experience,which indicates that visual students perform better in strategic knowledge and metacognitive experience.There are significant differences in the scores of metacognitive experience and emotional experience between sequential and comprehensive learning styles,which shows that comprehensive students perform better in metacognitive experience and emotional experience.In the analysis of the correlation between learning style and metacognitive level of mathematics,it is found that there is no significant correlation between metacognitive level of mathematics and students'leaming style types.Visual and verbal learning style dimensions are correlated with metacognitive experience,perceptual and intuitive learning style dimensions are correlated with metacognitive knowledge,and sequential and comprehensive learning style dimensions are correlated with metacognitive experience.On the basis of the above conclusions,from the students themselves and teachers'guidance,this paper puts forward some suggestions to promote students'metacognitive level of mathematics,hoping to help students'metacognitive development of mathematics.