本文選題：元認(rèn)知　切入點：數(shù)學(xué)問題解決　出處：《華中師范大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

【摘要】：元認(rèn)知,對“認(rèn)知”的“認(rèn)知”,是以認(rèn)知活動作為作用對象的更高一級的思維活動。數(shù)學(xué)問題解決是數(shù)學(xué)教育的核心問題。數(shù)學(xué)問題解決的本質(zhì)是遷移,遷移是體現(xiàn)學(xué)習(xí)能力的核心指標(biāo)之一。分析元認(rèn)知在數(shù)學(xué)問題解決遷移的作用,對于提高學(xué)生的遷移能力和問題解決能力非常有意義。本文在相關(guān)理論的基礎(chǔ)上,從數(shù)學(xué)問題解決遷移的兩個角度——問題解決過程中的遷移和作為數(shù)學(xué)問題解決策略的遷移出發(fā),通過具體的案例來分析元認(rèn)知在數(shù)學(xué)問題解決遷移的作用。從問題解決過程中的遷移這個角度,元認(rèn)知的作用體現(xiàn)在：(1)在審題階段,通過元認(rèn)知知識引導(dǎo)學(xué)生主動與認(rèn)知結(jié)構(gòu)中熟悉的數(shù)學(xué)結(jié)構(gòu)和問題聯(lián)系起來,建立正確的內(nèi)在表征,克服負(fù)遷移的消極影響,且重新審視問題的內(nèi)在結(jié)構(gòu),賦予其新的含義。(2)在擬定計劃階段,通過元認(rèn)知知識使解題者有效地找到遷移的思想、方法和解題策略等。元認(rèn)知可以提高解題者的自我調(diào)控能力,一旦思路出現(xiàn)偏差和錯誤,元認(rèn)知體驗和元認(rèn)知監(jiān)控能引導(dǎo)解題者修正目標(biāo),把注意力集中到要遷移的數(shù)學(xué)問題和問題解決目標(biāo),直至建立正確的解題計劃。(3)在回顧階段,元認(rèn)知促使解題者主動反思已有的認(rèn)知活動,吸取成功的經(jīng)驗和失敗的教訓(xùn),將其納入認(rèn)知結(jié)構(gòu),同時思考其他更有效的解法并總結(jié)解題經(jīng)驗,豐富自己的認(rèn)知結(jié)構(gòu)和元認(rèn)知結(jié)構(gòu),為未來的問題解決遷移服務(wù)。從作為數(shù)學(xué)問題解決策略的遷移這個角度,元認(rèn)知的作用體現(xiàn)在：(1)通過元認(rèn)知知識幫助解題者搜索“源題”,實現(xiàn)遷移的可能。(2)通過元認(rèn)知體驗和監(jiān)控正確利用“源題”,實現(xiàn)問題解決遷移。(3)通過元認(rèn)知知識及元認(rèn)知體驗,形成新的解題策略。
[Abstract]:Metacognition, "cognition" of "cognition", is a higher level of thinking activity with cognitive activity as the object of action. Mathematical problem-solving is the core problem in mathematics education. The essence of mathematical problem-solving is transfer. Transfer is one of the core indicators of learning ability. Analyzing the role of metacognition in mathematical problem-solving transfer is of great significance to improve students' transfer ability and problem-solving ability. Starting from the two angles of mathematical problem-solving transfer-the transfer in the process of problem-solving and the transfer as a mathematical problem-solving strategy, The role of metacognition in mathematical problem-solving transfer is analyzed through specific cases. From the perspective of transfer in the process of problem-solving, the role of metacognition is reflected in the stage of examining the problem. By means of metacognitive knowledge, the students are guided to connect with the familiar mathematical structure and problems in the cognitive structure, to establish the correct internal representation, to overcome the negative influence of negative transfer, and to re-examine the internal structure of the problem. Giving it a new meaning. (2) in the planning stage, the problem solver can effectively find the ideas, methods and strategies of transfer by means of metacognitive knowledge. Metacognition can improve the self-regulation ability of the problem-solver, and once there are deviations and errors in the thinking, Metacognitive experience and metacognitive monitoring can lead the problem-solver to correct the goals and focus on the mathematical problems and problem-solving goals to be transferred until the correct problem-solving plan is established. Metacognition causes problem solvers to actively reflect on existing cognitive activities, absorb successful and failed lessons, and incorporate them into cognitive structures, while thinking about other more effective solutions and summing up problem-solving experiences. Enrich their cognitive structure and metacognitive structure, serve for future problem-solving migration. The role of metacognition is embodied in: 1) helping solvers search "source problems" through metacognitive knowledge, realizing the possibility of transfer. 2) realizing problem solving transfer through metacognitive experience and monitoring and correct use of "source problems" through metacognitive experience) through metacognitive knowledge and metacognitive experience. Form a new strategy for solving problems.
【學(xué)位授予單位】：華中師范大學(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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本文編號：1558661