人工智能-数据分析-初中生数据分析中元认知能力现状及培养策略的研究.pdf

力现状的调查问卷。采用问卷调查法、访谈法等科学的研究方法，

选取大连市 2 所不同类型初中的近 300 名学生为调查对象，进行了问

卷测试，并运用 SPSS 软件对得到的数据进行定量分析。得到关于初

中生数据分析中元认知能力现状和结论如下：

1、初中生数据分析中元认知能力的整体水平处于中等水平，其

中计划性、监测性、调控性和反思性相对水平较低。

一，换句话说学生数据分析能力可以通过优化教学水平得到提高。

4、通过分析比较不同性别学生数据分析元认知能力各维度和总

体得分后发现其差异性不明显。

5、分析表明随着年级的增高，初中生数据分析元认知能力水平

也在逐渐提高，且年级与数据分析元认知能力有显著性关系。得出结

论是，学生的数学元认知是呈阶段性发展的。

最后，本研究根据初中生数据分析中元认知能力所表现出的现状

和分析出的结论，试提出 6 点关于提高初中生数据分析能力的培养策

略和建议；

1、结合学生元认知和认知特点，循序渐进阶段性培养

2、创设数据分析问题情境，运用启发式教学模式激发学生的主动

性

3、强调反思训练，鼓励学生写反思日记

4、运用出声思维，帮助学生进行数据分析元认知训练

5、运用“问题-情境”教学培养问题意识，间接提高数据分析元

认知能力

ability is the important factor to influencing the mathematical activity, so

meta-cognitive ability in the data analysis will determine the quality and

efficiency of the data analysis activities. It plays an very important role

for the improvement of the data analysis ability and the development of

the data analysis concept to cultivating data analysis.

In this study, we research the meta-cognitive theory ,the

meta-cognitive theory in mathematics and solving mathematics problems.

On the base of the data analysis concept, the data analysis operation

process and teaching content, the meta-cognitive ability in the data

analysis defined as:

meta-cognitive experience and meta-cognitive monitoring in data

analysis.

A total of three main factors,and to be subdivided into : subject,

object, strategic, consciousness, planning, monitoring, regulation and

reflection, a total of 8 secondary factors.

Then we work out the questionnaire on the basic of the analysis

framework of the meta-cognitive ability in mathematics analysis. Using

questionnaire survey method, interview method and so on, we selected

nearly 300 junior school students who are from different type of schools

in Dalian as the investigation object. By SPSS software, we analyzed the

scores and meta-cognitive ability in data analysis are positive correlation,

therefore good scores’ meta-cognitive ability in data analysis is higher

than poor scores.

3.Through comparing the scores of every dimensions of

different types of school students, we found that the level of

meta-cognition ability in data analysis from school in town is lower than