The Effective Application of Metacognitive Strategies in High School Mathematics Teaching

Xinyin Li

doi:10.54097/cw575b35

Authors

Xinyin Li

DOI:

https://doi.org/10.54097/cw575b35

Keywords:

Metacognitive strategies; High school mathematics; Effective application.

Abstract

Metacognitive strategies, as an educational method that focuses on the metacognitive knowledge and skills of learners' thinking and learning process, have attracted widespread attention in the field of high school mathematics teaching in recent years. This article aims to analyze the effective application of metacognitive strategies in high school mathematics teaching, and deeply explore their role in improving students' mathematical learning achievements and developing mathematical thinking abilities. Firstly, this article provides an overview of the current situation and problems in high school mathematics teaching, including the difficulty of teachers' teaching concepts keeping up with the times, the lack of novelty in teaching methods, and the solidification of students' thinking. Then, the article pointed out the importance of metacognitive strategies for mathematical learning and introduced the basic overview and classification of metacognitive strategies. Next, this article explores in detail how metacognitive strategies can be applied to high school mathematics teaching, including carefully preparing teaching based on metacognition and finding the best teaching methods, guiding students to reflect through metacognitive monitoring, and improving teaching evaluation systems based on metacognition. The effective application of these strategies helps students better understand mathematical concepts, improve problem-solving abilities, and enhance mathematical confidence.

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