七年级学生数学元认知能力培养策略研究

发布时间：2018-01-21 09:54

本文关键词： 七年级数学元认知元认知能力教学策略　出处：《上海师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：笔者作为职初教师,对于学生数学学习的能力比较关注,然而数学学习能力与学习成绩又有着不可分割的关系。在教学实践的过程中,如何有效的培养学生学习数学的能力成了大家都比较关注的话题。数学学习不仅仅局限于学生智力的水平,心理的发展也起到了重要的作用。“元认知理论”作为一种心理学的学习理论,它能够有效的运用到教会学生如何学习,培养学生学习能力上,将理论联系实际,从而达到教学效果。笔者在研究对象上选取了所教的七年级学生,这一学段的学生还是处于初中的低年级学段,习惯用具体形象思维去解决问题,抽象逻辑思维并不发达,而学生本身自主学习的能力也比较差,遇到困难的题目不会去深究原因,只是拘泥于问题的表层。中学生的学习主要培养他们的抽象逻辑思维,所以对于认知能力的要求就相对比较高。认知能力的提升在元认知能力培养的基础上,就能够比较容易实现,因为学生学会了对于自身认知的认知,掌握了监控、调节、策略等认知的方法,那么在日后的学习过程中就学会了更有效的进行反思,更能深层的去找到问题的根源,从而提高自身的学习能力,有效的提高成绩。本文的第一章,介绍了问题的提出背景和意义,以及国内外的研究现状。第二章,笔者就元认知理论做了相关的介绍。第三章,主要内容是初中数学与元认知的关系。从初中生的思维特点,到影响学习成绩的因素,最后到元认知能力对数学学习有哪些影响做了相关介绍。第四章,笔者根据自己所教的学段(七年级)的学生做了相关的研究,通过采集期中考试成绩以及元认知问卷的成绩,来进行分析比较,发现两者有很大的关系。第五章,寻找策略对七年级学生进行元认知能力的培养,从分析教材中的元认知,到实际课堂中如何体现元认知能力的教学,最后到学生解决问题的过程以及反思中来体现这些策略作用。通过研究,笔者发现元认知理论对于七年级学生学习数学是很有帮助的,他能够有效的提升学生学习数学的能力,以及激发起学生对数学的学习兴趣。
[Abstract]:As a junior teacher, the author pays more attention to the students' mathematics learning ability. However, the mathematics learning ability and academic achievement are inseparable. In the process of teaching practice. How to effectively cultivate the ability of students to learn mathematics has become a topic of concern. Mathematics learning is not limited to the level of students' intelligence. The development of psychology also plays an important role. As a learning theory of psychology, metacognition theory can be effectively applied to teach students how to learn and cultivate their learning ability. In order to achieve the teaching effect, the author selected the seventh grade students who were taught in the research object, and the students in this section are still in the lower grade of junior middle school. It is customary to solve problems with concrete image thinking, abstract logical thinking is not developed, and students' ability of autonomous learning is also relatively poor, and difficult problems will not go into the reasons. The learning of middle school students mainly trains their abstract logical thinking, so the requirement for cognitive ability is relatively high. The improvement of cognitive ability is based on the cultivation of metacognitive ability. It is easy to realize, because students learn to recognize their own knowledge, master the cognitive methods of monitoring, adjustment, strategy, and so on, and then learn to reflect more effectively in the future learning process. More deep to find the root of the problem, so as to improve their learning ability, effectively improve the performance. The first chapter of this article, introduced the background and significance of the problem, as well as domestic and foreign research status. Chapter two. The third chapter, the main content is the relationship between junior high school mathematics and metacognition, from the thinking characteristics of junior high school students to the factors that affect learning achievement. Finally, to the metacognitive ability to the mathematics study has made the correlation introduction. 4th chapter, the author has made the correlation research according to the oneself teaches the study segment (seventh grade) the student. Through collecting the scores of midterm examination and the scores of metacognitive questionnaire, we find that there is a great relationship between them. Chapter 5th, looking for strategies to develop the metacognitive ability of seventh grade students. From analyzing the metacognition in the teaching material to how to embody the metacognitive ability teaching in the actual classroom, finally to the students' problem-solving process and the reflection to embody these strategies. The author finds that metacognitive theory is very helpful for seventh grade students to learn mathematics. It can effectively improve students' ability to learn mathematics and stimulate students' interest in learning mathematics.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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