【摘要】：解題是數(shù)學(xué)的核心。細(xì)節(jié)決定成敗,一個好習(xí)慣在解題和學(xué)習(xí)中非常重要。良好習(xí)慣有助于學(xué)生順利解出數(shù)學(xué)題或解決數(shù)學(xué)問題,讓元認(rèn)知伴隨解題過程發(fā)生,有利于學(xué)生養(yǎng)成有實(shí)效的解題習(xí)慣。通過問卷調(diào)查初中生的數(shù)學(xué)解題習(xí)慣及元認(rèn)知在解數(shù)學(xué)題時的運(yùn)用現(xiàn)狀,了解實(shí)際情況并且作出分析。開展實(shí)驗(yàn)研究,通過觀察、測驗(yàn)、比較等,研究怎樣把元認(rèn)知用于初中數(shù)學(xué)題的分析過程,積累解題經(jīng)驗(yàn),養(yǎng)成良好解題的習(xí)慣,形成能力、提高效果,培養(yǎng)數(shù)學(xué)思維習(xí)慣。培養(yǎng)學(xué)生自主運(yùn)用元認(rèn)知,在分析問題時進(jìn)行廣泛聯(lián)想,有條理整理題目提供的條件和問題,聯(lián)想相關(guān)知識,組合條件,聯(lián)系問題,正確、完整解答數(shù)學(xué)題,并積累初中數(shù)學(xué)解題的元認(rèn)知應(yīng)用策略。研究的主要結(jié)論,1、元認(rèn)知幫助學(xué)生養(yǎng)成良好的解題習(xí)慣,加快了分析數(shù)學(xué)題或問題的速度,提高解決問題的正確率、學(xué)業(yè)成績提升：(1)學(xué)生了解自己在分析數(shù)學(xué)題時的優(yōu)勢和劣勢,解題時辨析題目類型,發(fā)揮優(yōu)勢解題；(2)學(xué)生了解元認(rèn)知知識及策略,把元認(rèn)知策略學(xué)以致用,監(jiān)控調(diào)節(jié)分析過程,養(yǎng)成解題的良好外顯習(xí)慣；2、以初中數(shù)學(xué)典型數(shù)學(xué)問題為例,總結(jié)引導(dǎo)學(xué)生在解題中應(yīng)用元認(rèn)知策略,能夠幫助初中學(xué)生形成分析數(shù)學(xué)問題的良好思維習(xí)慣。3、學(xué)生了解、應(yīng)用元認(rèn)知在數(shù)學(xué)解題中分析問題、解決問題需要教師在平時的教學(xué)中有意識滲透和培養(yǎng)。
[Abstract]:Solving problems is the core of mathematics. Details determine success or failure. A good habit is very important in problem solving and learning. Good habits are helpful for students to solve math problems or solve mathematical problems smoothly, so that metacognition occurs with the process of solving problems, and it is helpful for students to form practical problem-solving habits. Through the questionnaire survey of junior high school students' mathematical problem solving habits and metacognition in solving mathematical problems in the application of the status quo, to understand the actual situation and make an analysis. Through observation, test and comparison, this paper studies how to apply metacognition to the analysis process of mathematics problems in junior high school, to accumulate experience in solving problems, to form good habit of solving problems, to form ability, to improve results, and to cultivate mathematical thinking habits. Cultivate students to use metacognition independently, make extensive association when analyzing questions, arrange the conditions and questions provided by the questions, associate related knowledge, combination conditions, contact problems, correct and complete solutions to mathematical problems, And the accumulation of junior high school mathematics problem solving metacognitive application strategy. The main conclusion of the study is that metacognition helps students develop good problem-solving habits, speed up the analysis of mathematical problems or problems, and improve the correct rate of problem-solving. The improvement of academic achievement: (1) students understand their strengths and weaknesses in analyzing mathematical problems, analyze the types of problems when solving problems, and give full play to their advantages in solving problems; (2) students understand metacognitive knowledge and strategies, and apply metacognitive strategies to practical use. Monitor the process of adjustment and analysis, form a good explicit habit of solving problems. Take typical mathematical problems in junior high school as an example, summarize and guide students to apply metacognitive strategies in solving problems. It can help the junior middle school students to form a good thinking habit of analyzing mathematical problems. The students understand and apply metacognition to analyze problems in mathematical problems solving problems need teachers to infiltrate and cultivate consciously in normal teaching.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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