Diagnosis And Intervention Research On Mathematical Metacognition Level Of Junior High School Student

Mathematical metacognition can promote the development of students' logical thinking and problem solving ability,thus enhancing students' academic performance and reducing academic stress.Therefore,mathematical metacognition has become the most critical factor affecting students' learning ability and its performance,and its evaluation and cultivation have attracted increasing attention from researchers.The use of information technology to evaluate students scientifically and purposefully is not only a trend in the development of educational evaluation today,but also a requirement of the Party and the State for educational evaluation today.The mathematics learning quality intelligent assessment system developed by Guangming Wang's team is able to batch assess students' mathematical metacognition and automatically and efficiently output intelligent diagnostic reports to provide each student with a targeted intelligent policy solution,realizing efficient policy making and precise policy implementation.Based on the above background,the urgent problems to be addressed are as follows:(1)What is the overall level of mathematics metacognition and its dimensions among students in Tianjin X middle school?(2)How to intervene in the class based on the diagnostic results of the Mathematics Learning Quality Intelligence Assessment and Policy Making System? What are the effects?(3)Based on the diagnostic results of the Intelligent Assessment and Measurement System,how can we help improve the overall level of mathematics metacognition of students who are poor? What are the effects?Research conclusion:(1)The overall level of mathematical metacognition and its first-level dimensions of mathematical metacognitive knowledge,mathematical metacognitive experience,and mathematical metacognitive monitoring of junior middle school students who are inefficient in learning and in need of quality reduction are at an intermediate level,and there are cases of poor performance on mathematical metacognitive tests.(2)With the help of the Mathematics Learning Quality Intelligence Assessment and Policy Making System,for the classes in schools with low learning efficiency and urgent need to reduce the burden and improve the quality,The study follows the instructions to elaborate the knowledge of mathematics metacognition and deepen the understanding of mathematics metacognition;Explain the results of intelligent diagnosis and understand their own Mathematical Metacognition Level;Interpret the intelligent strategy implementation scheme and master the promotion strategy of Mathematical Metacognition;Overcome the common problems of students and ensure the smooth implementation of the policy plan;Give full play to the guiding role of teachers and promote the effective implementation of the implementation plan;Maintaining the frequency of supervised instruction,forming a classroom metacognitive instruction model that solidifies good learning habits,and intervening in the classroom instruction based on an intelligent policy-making program can significantly improve the overall and first-level dimensional levels of mathematics metacognition.The effect on the improvement of mathematics metacognition of students with different learning levels was significant,and the improvement of mathematics metacognition of high and normal groups was better than that of low groups.(3)On the basis of the intelligent policy-making program,for junior secondary school students who are inefficient in learning and need to reduce the burden and improve the quality,the instructional process of supplementing knowledge and raising awareness;analyzing results and identifying problems;interpreting the program and mastering strategies;strengthening applications and providing flexible guidance;transferring strategies and improving levels;strengthening supervision and developing habits;intelligently diagnosing and testing the effects;and enhancing confidence and generalizing skills can effectively improve students' metacognitive level and mathematics learning performance.Teaching suggestions: Strengthen the use of the Mathematics Learning Quality Intelligence Assessment and Policy Making System to scientifically measure students' metacognitive level in mathematics;learn and penetrate metacognitive knowledge in multiple ways to enhance their own and students' metacognitive awareness;and monitor and guide the implementation of the program in real time to improve students' metacognitive level.