高一学生数学元认知训练的实验研究
发布时间：2018-11-09 12:48
【摘要】：随着社会的发展,人们越来越认识到学习数学的重要性,可数学学习的方法却并不容易掌握,每个人的学习方式、学习习惯不同,形成的学习方法也不一样。而元认知,关于“认知”的“认知”,立足于学习的本质,从知识的学习、学习的体验、学习中的监控三个层面,解读了学习可以这样进行:在预习、学习、复习中,要时刻注意管理监控自己,要找对方向、努力去做去检验、知错必改、且学且总结。笔者根据所学过的内容,认为从教师角度看,中学数学学习可以融入元认知的有关理论知识,并将其中一些内容制成表格,更方便更直观地呈现给学生,同时有些理论内容不容易讲,不如多给学生一些具体的学习方法,让他们自己去理解、模仿、感悟,进而内化,以便形成自己的学习习惯与风格。而从学生角度来看,主要是让他们准备好笔记本,对一些理论、训练实例、错题分析和反思感悟做记录。本文通过观察、实验、问卷调查、个案研究,并结合自身的实践完成了这些研究,研究表明:(1)高一学生元认知水平与其数学成绩呈显著相关,且元认知训练需要长期进行;(2)无论是否接受专门的元认知训练,高一学生的元认知水平总体上是在不断提升的,而经过专门的元认知训练会使其得到更大的提高;(3)元认知训练需要更多的方法,而且要重视非智力因素的训练;(4)元认知训练要注意适度原则。元认知训练在中学数学教学中的效果虽不能立竿见影,但将元认知这种意识和元认知训练方式形成习惯,能使学生的数学学习能力提高,数学学业成绩也有了进步,带给学生更好的体验,促使学生学习良性循环,同时可以迁移到其他学科,让学生提高自主学习能力而终生受益。
[Abstract]:With the development of society, people are more and more aware of the importance of learning mathematics, but the method of learning mathematics is not easy to master. Metacognition, "cognition" about "cognition", is based on the essence of learning. From the three levels of knowledge learning, learning experience and learning monitoring, it can be interpreted as follows: in preview, study, and review, Always pay attention to the management of their own monitoring, to find the other side, try to do to test, mistakes must be changed, and learning and summing up. According to what I have learned, the author thinks that from the teacher's point of view, mathematics learning in middle school can be incorporated into the relevant theoretical knowledge of metacognition, and some of the contents can be made into tables, which are more convenient and intuitive to present to students. At the same time, some theoretical content is not easy to talk about, it is better to give students some specific learning methods, let them to understand, imitate, understand, and then internalize, in order to form their own learning habits and styles. From the point of view of students, it is mainly for them to prepare notebooks and record some theories, training examples, problem analysis and reflection. Through observation, experiment, questionnaire investigation, case study, and combining with our own practice, the study shows that: (1) the level of metacognition of senior one students is significantly related to their mathematics achievement. And metacognitive training needs to be carried out for a long time. (2) whether or not they receive special metacognitive training, the level of metacognition of senior one students is improving continuously, and the special metacognitive training will make them get more improvement; (3) Metacognitive training needs more methods, and attention should be paid to the training of non-intelligence factors, and (4) metacognitive training should pay attention to the principle of moderation. Although the effect of metacognitive training in middle school mathematics teaching cannot be achieved immediately, the formation of metacognition consciousness and metacognitive training method can improve students' learning ability in mathematics and improve their academic achievement in mathematics. Bring students better experience, promote students to learn virtuous circle, at the same time can move to other subjects, so that students can improve their autonomous learning ability and lifelong benefits.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2320463
[Abstract]:With the development of society, people are more and more aware of the importance of learning mathematics, but the method of learning mathematics is not easy to master. Metacognition, "cognition" about "cognition", is based on the essence of learning. From the three levels of knowledge learning, learning experience and learning monitoring, it can be interpreted as follows: in preview, study, and review, Always pay attention to the management of their own monitoring, to find the other side, try to do to test, mistakes must be changed, and learning and summing up. According to what I have learned, the author thinks that from the teacher's point of view, mathematics learning in middle school can be incorporated into the relevant theoretical knowledge of metacognition, and some of the contents can be made into tables, which are more convenient and intuitive to present to students. At the same time, some theoretical content is not easy to talk about, it is better to give students some specific learning methods, let them to understand, imitate, understand, and then internalize, in order to form their own learning habits and styles. From the point of view of students, it is mainly for them to prepare notebooks and record some theories, training examples, problem analysis and reflection. Through observation, experiment, questionnaire investigation, case study, and combining with our own practice, the study shows that: (1) the level of metacognition of senior one students is significantly related to their mathematics achievement. And metacognitive training needs to be carried out for a long time. (2) whether or not they receive special metacognitive training, the level of metacognition of senior one students is improving continuously, and the special metacognitive training will make them get more improvement; (3) Metacognitive training needs more methods, and attention should be paid to the training of non-intelligence factors, and (4) metacognitive training should pay attention to the principle of moderation. Although the effect of metacognitive training in middle school mathematics teaching cannot be achieved immediately, the formation of metacognition consciousness and metacognitive training method can improve students' learning ability in mathematics and improve their academic achievement in mathematics. Bring students better experience, promote students to learn virtuous circle, at the same time can move to other subjects, so that students can improve their autonomous learning ability and lifelong benefits.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
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