A Case Study Of Metacognition Training For Junior Middle School Students With Mathematics Learning Disabilities

In the middle school mathematics study,some students become the students with difficulty in mathematics.The lack of metacognition is one of the important reasons for students' learning difficulties.In the twentieth century,the mathematician Polya conveyed to the world the simple metacognitive training method through the "how to solve problem table".Deeply digging into Polya's problem-solving metacognitive thought,and based on it,targeted metacognitive training,which plays an important role in improving the level of metacognition in mathematical problem solving.Therefore,this study adopts a case-by-case approach,through eight weeks of two rounds of metacognitive training,to intervene in the mathematics problem-solving process of a selected junior high school mathematics student.The specific research questions are:(1)Based on metacognitive theory and Polya's problem-solving table,how to construct a "teacher question list" and a "self-question question list" that can help improve the level of metacognition?(2)How to conduct metacognitive training based on the metacognitive characteristics of junior high school students with mathematics learning difficulties?(3)Can the use of "Teacher Question List","Self Question List" and the corresponding metacognitive strategy training sheet improve the metacognitive level of junior high school students with mathematics learning difficulties in solving mathematical problems?This study first measured the metacognition status of the research subjects through questionnaire survey method,interview method and job evaluation method and analyzed the results.Secondly,on the basis of metacognition,Polya's problem-solving meta-cognition thoughts,and metacognitive training for students with mathematics learning difficulties,and other related literature studies,based on the three main factors of metacognition and nine-fold factors and Polya's problem-solving table Constructed "Teacher Question List" and "Self Question List",and introduced their use strategies,and conducted guided questioning training on the problem-solving process of the research object in the geometric proof topic.At the same time,the corresponding metacognitive strategy training sheet is refined based on the problem-solving experience for subsequent use.After the eight-week metacognitive training,the metacognitive level of the research object will be measured again,and the effectiveness of the "Teacher Question List","Self Question List" and the corresponding metacognitive strategy training sheet will be evaluated.And summarize and reflect on the research results.Research indicates:1.Fully excavate the metacognitive thoughts in Polya's problem-solving table,refine questions that are closer to daily mathematics problem-solving and teaching,and use the three main factors of metacognition to test nine factors to form a "Teacher Question List" "And "Self-question question sheet";2.Junior high school students with mathematics learning difficulties are extremely weak in metacognitive strategies and metacognitive monitoring.They conduct guided questioning training through "Teacher Question List" and "Self Question List",and develop corresponding meta recognition The knowledge strategy training sheet,combined with problem-solving reflection training,can effectively improve the meta-cognition level of junior high school students with mathematics learning difficulties in solving mathematical problems.3.Use "Teacher Question List","Self Question List" and the corresponding metacognitive strategy training sheet to conduct metacognitive training for students with mathematics learning difficulties,which can effectively improve the metacognitive ability of mathematics problem solving,among which metacognition The improvement in knowledge monitoring is relatively obvious.