数学元认知、学业成就与数学问题提出三者关系的研究

应用数学元认知问卷和数学问题提出能力测试卷，以203名高中生为被试对象，测量研究了数学元认知、学业成就与数学问题提出能力之间的关系，结果表明：高中生数学元认知知识水平较高，元认知体验水平略低，元认知监控能力较差，数学问题意识淡薄，提问能力较差；数学元认知、学业成就与数学问题提出三者显著相关，元认知、学业成就与提问水平和总体提问能力呈正相关，学业成就与提问意识呈负相关；高、中、低元认知组之间以及高、中、低学业成就组之间，学生数学问题提出能力都呈显著差异，其中高元认知组与高学业成就组的提问能力最高。

A Study on Relationship of Metacognition Level,Achievement and Mathematical Problem-posing Ability

The article explores the relationship of metacognition level,achievement and mathematical problem-posing ability by experimental method,indicates that middle school students' metacognitive knowledge level is comparatively high,metacognitive experience level is slightly low,metacognitive monitoring ability is comparatively weak,mathematical problem consciousness is thin,the mathematical problem-posing level is comparatively low,significant correlation is found between metacognition,achievement and mathematical problem-posing ability;there exists significant differences in the mathematical problem-posing ability of the students with high,middle and low metacognition level,and of the students with excellent,intermediate and subordinate students.