本文選題：元認知　切入點：問題解決　出處：《南京師范大學》2015年碩士論文

【摘要】：元認知被稱為“關于認知的認知”,它是關于個體對自身認知過程的知識與調(diào)節(jié),關于元認知的研究已經(jīng)成為當今研究的一個熱點。本文在元認知理論的指導下,采用文獻綜述法、問卷調(diào)查法、訪談法等方法進行研究,通過借鑒國內(nèi)外已有的理論和經(jīng)驗,試圖從數(shù)學學科的特點出發(fā),結合“幾何證明題”問題解決的思維過程,對高中生在證明幾何問題時的元認知能力進行調(diào)查與分析,了解當前高中生的元認知能力的現(xiàn)狀,以此喚醒人們的重視,并據(jù)此提出培養(yǎng)學生元認知能力的一些策略,希望為數(shù)學教學提供參考依據(jù)。本文總共分為三大部分。第一部分對國內(nèi)外已有的研究理論和經(jīng)驗進行分析和總結,從中找出本文的研究內(nèi)容,提出本文的研究意義,并對相關的概念進行界定。第二部分,編制測試題和問卷,對高中生在證明幾何問題時的元認知能力進行調(diào)查,利用SPSS軟件對調(diào)查所得的數(shù)據(jù)進行分析。同時,為提高調(diào)查結果的可信度和可靠度,選取不同層次的學生進行訪談,并對訪談結果進行分析。第三部分,綜合對上述調(diào)查數(shù)據(jù)與訪談結果的分析,得出相應的結論,并在此基礎上提出培養(yǎng)學生元認知能力的一些策略。通過問卷調(diào)查和訪談分析,得到以下結論：1.元認知能力的高低對學生問題解決的效率有重要影響；2.元認知結構中的管理和調(diào)節(jié)方面對學生解題成績的影響最大;3.高中生在“幾何證明題”問題解決中的元認知能力較低；4.高中生缺乏必要和足夠的元認知知識；5.高中生缺乏較高的元認知體驗,解題時容易受到干擾因素的影響；6.高中生的元認知監(jiān)控水平較低,不能高效率地選擇、調(diào)整解題策略。
[Abstract]:Metacognition is called "cognition about cognition". It is about the individual's knowledge and regulation of its own cognitive process. The research on metacognition has become a hot topic in the present research. Under the guidance of metacognitive theory, this paper is based on the theory of metacognition. This paper adopts the methods of literature review, questionnaire investigation, interview and so on. By using the existing theories and experiences at home and abroad for reference, this paper tries to combine the thinking process of solving the problem of "geometric proof problem" from the characteristics of mathematics. This paper investigates and analyzes the metacognitive ability of senior high school students in order to find out the present situation of metacognitive ability of senior high school students, so as to arouse people's attention, and then puts forward some strategies to cultivate students' metacognitive ability. This paper is divided into three parts. The first part analyzes and summarizes the existing research theories and experiences at home and abroad, finds out the research contents of this paper, and puts forward the significance of the research. In the second part, we compile the test questions and questionnaires, investigate the metacognitive ability of high school students to prove geometric problems, and use SPSS software to analyze the data. In order to improve the reliability and reliability of the survey results, different levels of students are selected to interview, and the results of the interviews are analyzed. On this basis, some strategies to cultivate students' metacognitive ability are put forward. Conclusion: 1.The level of metacognitive ability has an important influence on students' problem-solving efficiency 2.The management and adjustment of metacognitive structure have the greatest influence on students' problem solving scores 3.High school students'"geometric proof" question. Lack of necessary and sufficient metacognitive knowledge in senior high school students lack of high school students' higher metacognitive experience. The high school students' metacognitive monitoring level is low, and they can't choose and adjust the problem solving strategies efficiently.
【學位授予單位】：南京師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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