元认知训练对提高中学生数学问题提出能力的实验研究Experimental Research on Metacognitive Training to Improve Ability of Middle School Students in Mathematics.pdfVIP

元认知训练对提高中学生数学问题 提出能力的实验研究 摘 要 中学生数学问题提出能力的培养有助于提高学生的创新意识和创 造性思维，有助于培养学生自主学习数学的能力。本文对中学生进行思 维方法与元认知训练，以探索提高中学生数学问题提出能力的有效途径 和科学方法。 首先，阐述了问题和数学问题的定义，对数学问题提出的内涵加以 界定，介绍了已有的提出数学问题的培养途径，明确了元认知的内涵及 结构，指出元认知训练的作用，并在此基础上设计了研究内容。 其次，用实证的方法探讨元认知与数学问题提出能力之间的相关关 系，认为高中生数学元认知知识水平较高，元认知体验水平略低，元认 知监控能力较差，数学问题意识淡薄，提出数学问题的水平较低，元认 知与数学问题提出能力之间呈显著相关。其中，元认知与提问水平、提 问能力均呈显著正相关，元认知监控与问题意识呈显著正相关，元认知 体验与问题意识呈显著负相关。 最后，开展对比实验考察元认知训练对中学生数学问题提出能力的 影响，结果表明思维方法训练和结合思维方法的元认知训练都可以有效 的提高学生的数学问题提出能力；结合思维方法的元认知训练能更有效 的提高整体学生的数学问题意识，以及优等生和中等生的数学问题提出 能力，对优等生的效果尤为显著。 关键词：数学问题提出；元认知；元认知训练；思维方法训练 1 Experimental Study on the Metacognition Training for Middle School Students to Improve the Mathematical Problem-Posing Ability Abstract The training of mathematical problem-posing ability was helpful to improve the students’ created consciousness and created thoughts, and to develop the students’ ability to learn independently. The paper used the methods of problem-posing and metacognition training to probe into a efficient and scientific methodology that can promote students’ mathematical problem-posing ability. Firstly, the paper expounded the definition of problem and mathematical problem, defined the mathematical problem-posing intension, introduced the existing training ways of mathematical problem-posing, and explicated the connotation and structure of metacognition, pointed out the effect of metacognition training. Based on these results, the article designed the study content. Secondly, the article explored the relations of metacognition level and mathematical problem-posing ability by experimental method, indicated that middle