Research On The Features And Cultivation Strategies Of Mathematical Meta-cognition Of High-level Graders In Primary School

To achieve "burden reduction and quality improvement" in mathematics education in the context of "double reduction",the enhancement of students’ mathematics learning efficiency is very necessary.Especially for primary school students,mathematics is more difficult in contrast with other subjects,so a very important part in the process of students’ burden reduction lies in how to reduce the pressure of primary school students’ mathematics learning.In view of it,the new explorations in mathematics learning should be carried out.In the process of exploration,mathematics metacognition is found to be the new direction that we can carry out in-depth research.Through the development of mathematics metacognition ability,the improvement of primary school students’ logical thinking ability can be promoted,so that they are able to more deeply know their mathematics learning process,and enhance learning efficiency.In accordance with a large number of studies,mathematics metacognition can also improve the quality in addition to reducing the burden.Therefore,the key factor to achieve efficient mathematics learning and improve mathematics learning ability is the cultivation of primary school students’ mathematics metacognition ability.Wuhua District of Kunming City is the best area of primary education quality in Yunnan Province,the teachers and students here have a positive willingness to participate in the educational research project of promoting students’ comprehensive development by cultivating students’ basic cognition ability.Therefore,three primary schools in Wuhua District of Kunming City are chosen as the project schools,and students of upper grade are chosen as the research objects.On the basis of the above context,the discussion of this thesis is mainly conducted by focusing on the following questions:(1)What features does students’ mathematics metacognition of upper grade present in three project schools in Wuhua District,Kunming City?(2)Will the mathematics metacognition ability of these students of upper grade influence mathematics performance?(3)The cultivation strategy of mathematics metacognition is used to train the individuals with poor mathematics metacognition ability among these primary school students of upper grade,and whether their mathematics metacognition level and mathematics performance after training can be improved.In this research,the psychological test method and case study method are adopted.Firstly,the "Primary School Mathematics Metacognition Questionnaire" compiled by Wang Guangming and others is used to measure the mathematics metacognition level of 521 students of upper grade in three project primary schools in Wuhua District,Kunming.Then,the existing research on mathematics metacognition ability in primary schools is referred to,the cultivation strategies of different mathematics metacognition are formulated for students with different levels of mathematics metacognition.Finally,the pre-test level is taken as the basis,three fifth-grade primary school students with poor mathematics scores and poor mathematics metacognition ability are invited to participate in the mathematics metacognition ability cultivation group voluntarily,and the mathematics metacognition cultivation program designed by the research institute is used to carry out a case intervention study.Finally,the intervention effect is tested through the contrast of the changes in the mathematics metacognition level and mathematics scores before and after the study.The following is the research conclusions:(1)The differences are found to exist in the development of mathematics metacognition among upper grade of primary school students with different grades,and their mathematics metacognition ability has the connection with their mathematics scores.(2)The ten sub-dimensions of mathematics metacognition are taken as the starting points to formulate the cultivation strategy of mathematics metacognition for upper grade of primary school.(3)The case intervention on three students is conducted by using the cultivation program of mathematics metacognition designed by this research.It is found that the level of mathematics metacognition and mathematics learning achievements of the three students are improved after the end of three months of intervention.