A Study On The Status Quo Of Self-monitoring Ability Of Mathematics Learning Among High School Primary School Students And Its Promotion Strategies

In today’s society with rapid economic development and rapid knowledge update,self-monitoring capabilities have become the focus of talent training,and more and more disciplines are paying more attention to the cultivation of students’ self-monitoring capabilities.Improving the self-monitoring ability of students’ learning will help to improve students’ autonomous awareness of learning and cultivate good learning habits.However,there are many problems in primary school students’ self-monitoring,especially in mathematics learning.For example,students’ general awareness of self-monitoring in mathematics learning is not strong,front-line teachers can not train enough for self-monitoring of mathematics learning,and lack of targeted self-monitoring to improve primary school mathematics learning countermeasures.Based on this,this study intends to investigate the current situation of self-monitoring in mathematics learning for elementary school students,understand the current situation of self-monitoring in mathematics,analyze the reasons for it,and proposes corresponding countermeasures and suggestions in order to better promote the improvement of primary school students’ self-monitoring awareness in mathematics learning to improve the efficiency of mathematics learning.This research first sorts and analyzes the relevant literature on self-monitoring,self-monitoring in mathematical learning and ability,defines the core concepts of self-monitoring,self-monitoring in mathematical learning and ability,then clarifies the current status of related research.Knowledge theory,information processing learning theory,and Polya’s problem solving theory are the theoretical foundations.Questionnaires were sent to 450 students from three schools in S District,Chongqing,and ten in-depth students were interviewed and surveyed.The current situation of students’ self-monitoring of mathematics learning was investigated,the differences were analyzed,and the existing problems were analyzed.Then,according to the methods obtained from the interviews,education experiments were carried out to improve the self-monitoring ability of mathematics learning for the two classes.Put forward thecorresponding primary school students’ mathematics learning self-monitoring strategy.The results of this study are as follows:(1)The self-monitoring situation of high school students in mathematics is generally at a medium level.(2)Self-monitoring of math learning among high school primary students showed significant differences in gender,grade,and family origin.(3)The students with higher comprehensive quality have a higher level of self-monitoring.The most commonly used learning method is the method of wrong note taking.(4)Through carrying out an experimental study to cultivate the self-monitoring ability of primary school students in mathematics,experimental class A uses the wrong question notes method combined with vocal thinking,and experimental class B adopts the self-question method.The wrong question notes combined with vocal thinking can improve students’ self-monitoring Ability;self-questioning method can improve students ’self-monitoring ability;wrong question-taking method combined with vocal thinking is more suitable for cultivating elementary school students’ self-monitoring ability.(5)Based on the survey status and experimental results,propose improvement strategies based on the six dimensions of self-monitoring.