高三学生数学解题自我监控能力的研究摘要在高三数学复习中如何帮助学生跳出题海,提高复习的效率是高三教师面临的课题和挑战。而学会解题更是高三学生的目标。目前的复习策略主要以大题量的训练为主,学生多盲目的练习缺乏对自身解题进展情况进行自我评价、自我监控,及时做出必要的调整,以保证解题的顺利进行。这种以自己的解题认识作为直接的认知对象的认知,显然要比单纯解题处于更高的层次。提高数学解题的自我监控意识应该成为帮助学生学会解题的一种途径。本研究从元认知和国内外关于解题的研究文献综述展开,通过问卷调查发现本校高三学生解题自我监控意识较差,这与教师缺乏这方面的指导和学生缺乏对问题深层次的挖掘反思造成。根据现状提出适合本校高三学生关于解题前,解题中和解题后的自我监控目标。从已有的研究中提炼出在高三复习中适用于提高解题自我监控能力的方法。在为期七个月左右的高三第一二轮复习教学实验中通过①直接指导解题自我监控相关知识。明确学生在解题时审题阶段,解题阶段和解题后分别关注监控哪些方面的内容.在课堂解题中渗透培养解题自我监控的意识。②重点章节前后测和难点专题指导。加强提高对一类问题的解题自我监控能力。③强化高三常用解题思想方法,成为帮助解题的重要手段等多种途径,帮助学生提高解题自我监控能力。最后通过高考的检验,结果发现:提高数学解题自我监控的意识可以显著提高学生的解题能力;数学解题自我监控训练的内容针对性强;数学解题自我监控训练的方法有效。关键词:高中学生,数学解题,元认知,自我监控能力1AbstractAsitisknowntoall,itisagreatchallengeforteacherstohelpfinalyearhighschoolstudentstopromoteproblem-solveabilitiesfurther.Therefore,commandingproperwayofworkingoutmathproblemsisoffundamentalimportance.However,thecurrentteachingstrategyfocusesonmassexercises,neglectingleadingstudentstoself-evaluationandself-regulation,whichmayprovidestudentswithtimelyadjustment.Inconclusion,self-regulationshoulddominatethewholethinkingactivitybecauseitcanreflectthelevelofdevelopmentonsolvers'thinkingandintelligenceThisthesisfirststartsfromthedescriptionofmeta-cognitiontheoryandliteratureofmethod-guidingstrategiesathomeandabroad;thenitcarriesoutasurveyonfinalyearhighschoolstudents'presentsituationabouttheirself-controllingabilityinmathematicsandfindsouttheresultthatstudents'self-controllingabilityinmathematicsiscomparativelypoor.Basedonthesurvey,thethesisputsforwardproperpre-solving,during-solvingandpost-solvingobjectivesforfinalyearhighschoolstudentsinsampleschool.Thenitgetsintoaseven-months’experimentsonthefirstandsecondroundrevisionofsenior3.Italsoexpoundsthebasicprinciples,teachingstrategiesandteachingmeasuresoffosteringsenior3students'self-controllingabilityinmathematics.Atthesametime,italsoengagesinsomepracticalexperimentsoftrainingofself-controllingabilities.Finally,throughanalyzingtheoutcomesoftheexperimentsandtheresultsoftheCollegeEntranceExamination,wecandrawthefollowingconclusions:1Thetrainingoftheself-controllingabilitiesdoeshelptoimprovesenior3student'smathematicslearningability;2Theteachingstrategiesadoptedintheteachingpractice,forexamplepsychologicalpreparationstrategies,method-guidingstrategiesandrecognize-controllingstrategiescanleadtobettereffectsinteaching;3Strengtheningthetrainingontheself-controllingabilityinmathematicsduringtheentiremathematicslearningprocessandtheentiremathematicsproblem-solvingprocessisaneffectivemeasuretofostertheself-controllingabilityKeyWords:Highschoolstudent,Mathematicsproblem-solving,Meta-cognitiontheory,Self-monitoringability2目录第一章引言..51.1问题的提出51.2本文要研究的问题61.3概念解释..6第二章文...
