Research On The Current Situation And Relationship Between Mathematics Cognitive Belief And Mathematics Self-monitoring Ability Of High School Students

In order to adapt to the rapidly developing society and the ever-changing information changes,the cultivation and development of students' autonomous learning ability has become an irresistible trend.In the process of developing high school students' autonomous learning ability in mathematics,their own mathematics cognition belief and mathematics self-monitoring ability are influential factors.Relevant studies have shown that mathematics cognitive beliefs have a certain impact on the metacognitive activities of mathematics learning,and mathematics self-monitoring capabilities belong to the field of metacognition.Therefore,this research takes mathematics cognitive beliefs and mathematics self-monitoring capabilities as the main body of research,and explores the current situation of high school students' mathematics cognitive belief and mathematics self-monitoring ability and the relationship between them.This study selected 511 high school students in Xining City,Qinghai Province as the research object,and used SPSS20.0 to conduct overall analysis,grade and gender difference analysis,correlation analysis,and regression analysis on high school students' mathematics cognitive belief and mathematics self-monitoring ability.The main conclusions drawn are:1.The overall situation of high school students' belief in mathematics is relatively good,with the strongest belief in mathematics learning style and the weakest in structural belief in mathematics knowledge.There are grade and gender differences in high school students' mathematical beliefs and beliefs.The first and third grade students' mathematical beliefs are significantly higher than those of senior two,and high school boys' mathematical beliefs are significantly higher than high school girls' mathematical beliefs.2.The mathematics self-monitoring ability of senior high school students is generally good,among which the planning ability of mathematics learning is the strongest,and the adjustment ability in the process of mathematics learning is the weakest.There are grade differences in the mathematics self-monitoring ability of high school students,but there is no gender difference.3.There is a significant positive correlation between high school students' mathematics cognitive beliefs and mathematics self-monitoring ability.Based on the analysis of the above results,combined with the current situation of high school mathematics teaching and the physical and mental development of students,some suggestions on cultivating and developing high school students' mathematics cognitive beliefs and improving students' mathematics self-monitoring ability are put forward for reference by schools,teachers,parents and students.