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1、教 育 硕 士 论 文高中数学教学中培养学生元认知知识落实新课程标准的理论与实践研究内容摘要近年来，如何教会学生学习一直是教育心理学领域研究的热点课题。数学元认知能够揭示学生的自我意识对数学学习活动的控制调节作用，有助于开发学生的智力，发挥学生学习的主动性和自觉性，解决学生如何科学地学习、以形成良好学习习惯的问题。这与当前课程改革所提倡的新的学习方式自主学习在本质上是一致的，它们的关键都在于数学思维品质与数学思维能力的培养。新课程标准为学生的发展和终身学习提供了有效的实现方式，而培养学生元认知能力则是落实新课程标准的有效手段。现有的关于元认知发展的研究与新课标结合的很少，本文研究在新课程标准实
2、施的大环境下元认知能力的培养，探索学习中发展学生元认知能力的有效途径并运用于教学实践，对落实新课标精神，优化学生数学认知结构和数学思维能力，发掘学生的数学认知潜能，提高其数学学习成绩，并为学生形成优良的数学素养和终身可持续发展打好坚实的数学基础。内容摘要关键词 ： 元认知 培养 新课程标准AbstractAbstractIn recent years, how to teach the students study has been a hot topic in the field of educational psychology. Meta-cognitive math can revea
3、l the students self-consciousness of their regulatory role to control the math study activity, which not only contributes to the intellectual development of students and gives play to their initiative and awareness to study, but also can address the students on how to scientifically study. Thus, stu
4、dents can form good study habits. This is consistent in nature with the new ways of learning - self-study which is advocated by the current curriculum reform. They are the key lying in the cultivating of the quality and the ability of mathematical thinking. The new curriculum standards provide an ef
5、fective way for students the development and lifelong learning while cultivating students meta-cognitive ability is an effective means to implement the new curriculum standards. The existing research about meta-cognition development seldom combines with New Curriculum. In this paper, the author stud
6、ies the cultivating of the meta-cognitive ability in the environment of new curriculum standards and explores the effective way to develop students meta-cognitive ability during the studying process as well as apply it to the math-teaching practice. The author is aimed at implementing the new curric
7、ulum spirit, optimizing students math cognitive structure and mathematical thinking ability and exploring students potential of mathematical cognitive in order to improve their math achievement and enhance a solid foundation of math to form a good quality in math and life-long sustainable developmen
8、t. Key words: meta-cognitive, cultivating, new curriculum standards目录目 录第一章、问题的提出1. 1 关于元认知理论的研究现状 11. 2 新课程标准提出的背景与现状 21. 3 本研究的目的和意义 4第二章、元认知与新课标的理论研究2. 1 有关元认知的理论 62. 2 新课程标准理论 82. 3 掌握元认知知识对对落实新课标的实际作用 11第三章、实践研究3.1 高中学生数学元认知发展水平的调查分析 143.1. 1 调查对象与研究方法 143.1.2 对调查结果的分析与结论 14第四章、提高学生元认知水平的对策研究 4
9、. 1 教学中，确保学生的主体作用 164. 2 教给学生提高元认知的方法 16 4.3 教会学生怎样思考 174.4 知识传授法 194.5 在课堂教学中培养学生的元认知能力 204.6 提高学生元认知水平的课堂教学实例 22第五章、结论与反思5.1 结论 275.2 研究的局限性及今后努力的方向 28参考文献 29附 录 1：调查问卷 31附录 2：调查结果 33致 谢 34ContentsContentsChapter 、Problem1.1 The current situation of Meta-cognitive theory study 11.2 The background
10、and current situation of the new curriculum standards 21. 3 The purpose of this study and significance 4Chapter . Meta-cognitive theory and the New Curriculum Research2. 1 Of the meta-cognitive theory 62. 2 Theory of the new curriculum standards 82.3 The practical effect of meta-cognitive knowledge
11、on the implementation of New Curriculum 11Chapter , the practice of research3.1 Investigation and Analysis of development level of math meta-cognitive of Senior high school students 14 3.1.1 Subjects and research method 143.1.2 Analysis of the findings and conclusions 14Chapter , Improve meta-cognit
12、ive level of students and Countermeasures research4. 1 To ensure the main role of students in teaching 164. 2 Teach students ways to enhance meta-cognitive 164.3 Teach students how to think of a question 174.4 Law knowledge 194.5 Cultivate students meta-cognitive ability in classroomTeaching 204.6 Examples in classroom teaching to improve students meta-cognitive level 22Chapter , Conclusion and Reflection5.1 Conclusion 275.2 Study limitations and future directions28References29Appendix 131Appendix 233ContentsThanks 34
