| The teaching of mathematics in junior high school should effectively implement the three-dimensional goals of knowledge and skills,process and methods,and emotional attitudes and values.Based on mathematics education,we should not only guide students to master the basic knowledge of mathematics,but also strengthen students' mathematical thinking and cultivate students' good mathematical quality.Mathematical metacognition is the ability of individual students to cognition and control their own mathematical thinking process,which plays an important role in promoting the formation of mathematical thinking;Mathematical reasoning ability,as an important mathematical thinking,can help students obtain potential information for In order to better solve mathematical problems for students;and guiding students to overcome their own mathematical anxiety is an important way to cultivate students' good mathematical quality.It is easy to produce mathematics anxiety,which affects mathematics learning.Therefore,how to help junior high school students to improve their mathematical metacognition,improve their mathematical reasoning ability,and then overcome mathematical anxiety is a problem worthy of research in current mathematics education.Based on a questionnaire survey of 471 junior high school students in Xining City,Qing Hai Province,on the mathematical metacognition,mathematical reasoning ability,and mathematical anxiety,the current situation of mathematical metacognition,mathematical reasoning ability and mathematical anxiety was analyzed using SPSS22.0.Analysis,grade and gender difference analysis,correlation analysis,regression analysis,mediation effect analysis,the main conclusions are:1.From the current situation,the current situation of mathematical metacognition is that junior high school students' mathematical metacognitive monitoring ability is higher than mathematical metacognitive knowledge ability and mathematical metacognitive experience ability;the current situation of mathematical reasoning ability is that simple reasoning ability is higher than that of mathematical metacognitive knowledge ability.The ability of propositional calculus is higher than that of inductive reasoning,the ability of selective reasoning is higher than that of hypothetical reasoning,and the ability of analogical reasoning is higher than that of mathematics;the current situation of mathematics anxiety is that mathematics test-taking anxiety is higher than mathematics classroom anxiety is higher than mathematics new knowledge Learning anxiety is higher than mathematics Homework anxiety is higher than mathematics test result anxiety is higher than mathematics teacher anxiety is higher than mathematics application anxiety is higher than mathematics observation anxiety.2.From the perspective of grade and gender,there are significant grade differences in mathematics metacognition between the students of the third grade and the other two grades;there are significant grade differences in the mathematical reasoning ability of the students of the first grade and the other two grades;the first grade and the second grade There are grade differences in mathematics anxiety among grade students;the difference between boys and girls in junior high school is mainly reflected in mathematical reasoning ability and mathematics anxiety,while there is no significant difference in mathematics metacognition between boys and girls in junior high school.3.Overall,there is a significant negative correlation between mathematics metacognition and mathematics reasoning ability and mathematics anxiety among junior high school students.Specifically,mathematics metacognition and mathematical reasoning ability of junior high school students are both helpful for reasonable prediction and intervention of mathematics anxiety,and the two can predict and intervene mathematics anxiety together.Mathematical metacognition level has a significant mediating effect between mathematical reasoning ability and mathematics anxiety. |
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