Research On Teaching Strategies Of High School Mathematics Reading Based On Meta-Cognition Theory

Reading is an effective way for us to look at the world,to be intelligent and to know ourselves.For a long time,reading has been regarded as the “privilege” of Chinese and English.However,mathematics teaching often puts reading on the shelf because it lays too much emphasis on the accurate calculation of symbols,formulas and theorems.In recent years,reading is gradually accepted by mathematics,but in the actual teaching,“arranged reading” and “hasty reading” are popular.This kind of low-quality mathematics reading teaching will directly affect the quality of students’ reading.Therefore,how to guide students to read mathematics better has become the focus of teachers’ thinking.Previous studies have shown that mathematics reading is a process accompanied by thinking,and there is a causal relationship between meta-cognition and thinking quality.Based on this,this paper attempts to combine meta-cognition with mathematics reading teaching,in order to improve students’ meta-cognition level as a breakthrough,through the infiltration of Meta-cognition Training in high school mathematics reading teaching to promote the development of students’ mathematics reading ability.The main problem of this paper is how to combine meta-cognition with mathematics reading teaching,and analyze and implement the strategies to promote the development of high school mathematics reading teaching from three perspectives of meta-cognitive knowledge,meta-cognitive experience and meta-cognitive monitoring.Firstly,on the basis of relevant literature,this paper defines the related concepts;Secondly,it adopts the form of student questionnaire survey and teacher interview survey to investigate the current situation of senior high school mathematics reading teaching from the two perspectives of "learning" and "teaching".On this basis,it analyzes and summarizes the problems existing in the current senior high school mathematics reading teaching,and deeply analyzes the causes of the problems combined with relevant educational theories,It is mainly reflected in the following three aspects: Students’ lack of meta-cognitive knowledge about mathematics reading,improper meta-cognitive experience about mathematics reading,and weak meta-cognitive monitoring ability about mathematics reading;Thirdly,combined with the theory of meta-cognition,this paper puts forward the strategies to promote the development of senior high school mathematics reading teaching,that is,to accumulate meta-cognitive knowledge and enrich students’ mathematics reading knowledge;to induce meta-cognitive experience and stimulate students’ reading internal motivation;to train meta-cognitive monitoring and improve students’ mathematics reading skills;Finally,through teaching practice,the proposed strategies are applied to the actual mathematics reading teaching,it shows that the strategy is feasible and effective.This paper aims to promote the development of mathematics reading ability by improving students’ meta-cognition level,and then improve the current situation of low-quality mathematics reading teaching.It can promote the development of mathematics reading ability by improving students’ meta-cognition level,hoping to help front-line teachers teach effectively in the classroom.From a long-term point of view,it is conducive to cultivate students’ good mathematical reading ability,can help students better carry out autonomous learning and thinking,and develop the concept of lifelong learning.