Research on Teaching Design of Junior High School Mathematics Based on Metacognitive Theory
Year: 2025
Type: article
Abstract: 在数学核心素养备受关注的今天，元认知能力的培养已超越单纯的教学策略范畴，2022年版《义务教育数学课程标准》明确要求学生“回顾解决问题的思考过程，反思解决问题的方法和结论”“加强自我监控，自我评价”，将元认知能力纳入核心素养。当学生学会观察自己的思考过程，数学学习就突破了知识积累的层面，恰当的自我监控和反思策略能够支持各个领域的理解性学习。这种认知能力的觉醒，不仅关乎数学成绩的提升，更是为终身学习能力提供夯实的基础。本文主要讨论初中数学教学与元认知教学的有效结合，培养学生的元认知能力的方法，使学生能够更好地理解和学习数学知识。In today’s world where core competencies in mathematics are receiving significant attention, the cultivation of metacognitive abilities has transcended the mere realm of teaching strategies. The 2022 edition of the “Compulsory Education Mathematics Curriculum Standards” explicitly requires students to “review the thinking process of solving problems, reflect on the methods and conclusions of problem-solving,” and to “enhance self-monitoring and self-assessment,” thereby incorporating metacognitive abilities into core competencies. When students learn to observe their own thinking processes, mathematical learning surpasses the accumulation of knowledge. Appropriate self-monitoring and reflection strategies can support understanding-based learning across various domains. This awakening of cognitive ability not only concerns the improvement of mathematics scores but also lays a solid foundation for lifelong learning capabilities. This paper primarily discusses the effective integration of junior high school mathematics teaching with metacognitive teaching, exploring methods to cultivate students’ metacognitive abilities, thus enabling them to better understand and learn mathematical knowledge.
Source: Vocational Education
Author: 依汗古力·吐尔逊 热
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4412507696