A Thesis On The Current Situation Of High School Students’ Mathematical Reading Ability And The Strategies For Improving It Under Metacognition

In the information age,mathematics has extensive connections with science and technology,humanities,economic development and other aspects,and mathematics has become a major driving force to promote social progress and human development.With the rapid development of the information society,the update and growth rate of mathematics knowledge is getting faster and faster.It is obvious that simply guiding students to master the inherent mathematics knowledge cannot meet their needs to adapt to the future life.Therefore,teaching students to learn and acquire the ability of sustainable development has become one of the main contents of mathematics education.At present,reading is still an important way for human beings to acquire knowledge.Mathematical reading is the key premise for students to learn mathematics and understand mathematics.Therefore,improving students’ mathematical reading ability is of great significance for students’ sustainable development and lifelong learning.High school students have already acquired certain mathematical reading ability on the basis of previous learning,but there are still problems such as lack of interest in reading and difficulty in reading.Mathematical metacognition,as a cognitive activity aimed at cognition,will monitor and regulate mathematical reading activities,therefore,this thesis from the perspective of metacognition to promote students’ mathematical reading ability to carry out researchThis thesis first obtains the development status of high school students’ mathematical metacognition and mathematical reading ability through investigation,then obtains the correlation between high school students’ mathematical metacognition and mathematical reading ability through quantitative and qualitative research,as well as the influence of mathematical metacognition on mathematical reading ability,and finally proposes corresponding teaching strategies according to the research conclusions.According to the research needs,the researcher compiled questionnaire,test paper and interview outline on the basis of existing research.In a high school in Jinan City,students from four classes of senior one were selected as research objects for testing.According to the analysis of the results of the questionnaire and test paper,three representative students were selected among the subjects for metacognitive interview.According to the analysis of the survey results,the following four conclusions are drawn.Firstly,the overall level of high school mathematical metacognition is at a medium level.There are significant differences between male and female students in metacognitive overall level,metacognitive knowledge and metacognitive monitoring,but no significant differences in metacognitive experience dimension.There are significant differences between class A and class B in the overall metacognitive level,metacognitive knowledge,metacognitive experience and metacognitive monitoring.There are five main problems in metacognitive development of high school students.Secondly,as far as test scores are concerned,the overall level of high school students’ mathematical reading ability is low.There is significant difference between male and female students only in mathematical reading comprehension level,but no significant difference between the overall level and other reading levels.There is significant difference between class A and class B in the overall level of mathematical reading ability,mathematical reading operation level and mathematical reading application level,but there is no significant difference in mathematical reading comprehension level and mathematical reading reflection level.High school students have four major problems in mathematical reading.Thirdly,there is a positive correlation between high school students’ mathematical metacognition and mathematical reading ability.The mathematical reading ability improves with the improvement of the level of mathematical metacognition.Fourthly,according to the previous research results and my actual teaching experience,based on the three main dimensions of metacognition,eight strategies are proposed to improve mathematical reading ability: help students understand themselves correctly and promote the accumulation of individual knowledge;strengthen knowledge structure and knowledge background teaching,promote the accumulation of task knowledge;strengthen the teaching of mathematics method,promote the accumulation of strategy understanding;guide students to change their reading mentality;enhance students’ understanding of the importance of reading;guide students to set up reading goals;guide students to establish a scientific evaluation system;guide students to check the feedback reading results in time.