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1、首都師范大學(xué)碩士學(xué)位論文初中生元認(rèn)知能力的干預(yù)研究姓名：郭倫申請(qǐng)學(xué)位級(jí)別：碩士專(zhuān)業(yè)：學(xué)科教學(xué)數(shù)學(xué)指導(dǎo)教師：連四清20080406TheInfluenceofTrainingontheMetacognitionDevelopmentofJuniorMiddleSchoolStudentsABSTRACT：Metacognitionhadgreatinfluenceonstudents’academicachievementsTherese

2、archwastoexplorethedevelopmentdifferencesinmetacognitiveknowledgeandskillsbetweenhigllachievedstudentsandlOWachievedstudentsinordertodrawteachers’attentiononthedifferencesinthedevelopmentofmetacognitiveskillsofbothhigh—a

3、chievedandlow—achievedstudents，thusmeycouldeffectivelyhelpthemimprovetheirmathematicalperformanceEightmathematicshighachievedstudentsandeightmathematicslowachievedstudentswerechosenassubjectsinthisexperimentfromtheeightg

4、radestudentsinBeijingNo166MiddleSch001Afterthepretesttlleyweregivenathreeweekskilltrainingonmathematicsmetacognitiveskills，whichinvolvedaskingandansweringquestionsamongpeerlearners，trainingstudentstodoexercisesbymeansof5

5、stepsandteachingstudentstogetahabitofturningOVertothinkafterworkingouttheproblemsPosttestweregiventhreemonthsafterthetrainingTheresultssuggestedthat：(1)Thereweresignificantdifferencebetweenmathematicallygiftedanddisabled

6、studentonmetacognitiveknowledgeandmetacognitiveskillsbeforetraining(2)BothgroupshadimprovedgreatlyinthekillsandknowledgeofmetacognitionaftertrainingThereWassignificantdifferencebetweenthehi曲levelstudentsandthelowlevelone

7、sintermsoftheskillsofpredictingplanningandevaluationBothgroupshadshoweddevelopmentinmetacognitiveknowledge，yettheirmetacognitiveskillsdecreaseafterthetraining，thehighergrouplesseffected(3)Afterthreemonths，bothgroupsshowe

8、dgreatdeclineinmetacognitiveskillsandknowledgebycomparingpretrainingwithpost—trainingperiodHoweverdistinctdifferencestillexistedbetweenthetwogroupsTheresultsofthepresentstudyimpliedthatmetacognitiveknowledgeandmetacognit

9、iveskillscouldbepromotedviapropertraining，howevertomaintainthedevelopmentinskillsandknowledge，weneededtoprovidethestudentswithexercisesofproperdifficultyandalsobepreparedofalongtermmonitoringKeyWords：MetacognitiveKnowled

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