藏、汉学生数学学习元认知差异的研究

Investigation and Analyses about Differences of Meta-cognition in Learning Mathematics of High School Students between the Han and the Tibetan

识别藏、汉学生数学学习元认知差异对于改进藏族学生数学学习有良好的促进作用。通过对藏、汉高中生的调查与研究表明,藏、汉高中生在元认知知识、元认知监控和元认知体验有显著差异,汉族高中生数学元认知监控、元认知知识高于藏族学生,藏族高中生数学元认知体验高于汉族学生;藏、汉高中生数学元认知水平与数学学习成绩成正相关。

The discerning of differences on meta - cognition in learning mathematics of high school students between Han and Tibet is good for improving high school student＇s learning mathematics of Tibet. The results show： there were significant differences between Hart and Tibetan students on meta - cognition experience, meta - cognition knowledge and meta - cognition monitor. Han＇s meta- cognition knowledge and meta- cognition monitor is better than the Tibetan. Tibetan＇s meta-cognition experience is better than the Hail＇ s. There are positive relevance between the mathematical meta- cognition and mathematical achievements.