Meta-cognitive Perspective Of Study On Teaching Of Junior High School Geometry Problems

Geometry moving point problems in junior high school often not only integrate the basic knowledge and basic skills of geometry and algebra,but also require students to use known knowledge and skills to deal with practical problems,so this part is not only in teaching and learning Difficulties are also a key issue in junior middle school mathematics education research.This research is based on the perspective of metacognition theory.First,it classifies moving point problems.Secondly,we analyzed the teaching videos of 6single-motion problems and 4 double-motion problems in the geometric moving-point problem in our country,and interviewed 3 teachers on the teaching of metacognitive knowledge and moving-point problems.The teaching status of different types of moving point problems from the perspective of metacognition is discussed.On this basis,suggestions are made for the teaching of moving points.Based on the suggestions and metacognitive theory,two teaching cases of geometric moving points are designed,and a middle school is taught to test the teaching suggestions.Implementability.The main research results obtained are as follows.From the perspective of metacognition,the teaching status of different types of moving point problems is(1)For single moving point problems,teachers only focus on solving the problem,without sorting out.The most important step in the problem solving process is: to find out whether the problem is not Changing conditions,and gradually improve students’ ability to solve problems.(2)For the double-action point problem,few teachers can accurately propose this concept to students or distinguish it from the single-action point problem,and the teacher’s explanation process of this kind of moving point problem is not meticulous and its essence is not clear.(3)Teachers are unfamiliar with the concept of metacognition,but they will use it with or without in the teaching process.The key is that they are not familiar with the knowledge of educational psychology.(4)The teacher’s own summary of moving points is not enough,and there is no own knowledge system,which greatly reduces the teaching effect.(5)Teachers believe that the current school hours allocated are not enough to support them to enrich and expand the exercise classes.According to the teaching status,the following teaching changes are proposed.1.Before teaching,(1)in terms of metacognition,teachers can learn and learnthis kind of educational psychology through various channels before preparing or preparing lessons;(2)in terms of metacognitive skills,teachers should Plan the lecture outline in advance and follow the plan.2.When teaching,(1)in terms of metacognitive knowledge,teachers should be familiar with textbooks and topics,be able to accurately locate moving point problems,and understand their associated knowledge points;(2)in metacognitive skills In terms of aspects,teachers should lead the monitoring and evaluation of problem-solving steps and control the overall process.3.After the teacher teaches,(1)in terms of metacognitive knowledge,the teacher should summarize and consolidate the knowledge points in the topic in time;(2)in terms of metacognitive skills,the teacher should check and modify the overall problem solving process.