初中生数学元认知的发展轨迹:两年半追踪研究  

Developmental Trajectories of Mathematics Metacognition Among Junior High School Students: A Two-and-a-half-year Longitudinal Study

作　　者：谢云天 孟凡斐 XIE Yuntian;MENG Fanfei(Department of Applied Psychology,Changsha Normal University,Changsha 410100;School of Education Science,Nanjing Normal University,Nanjing 210046)

机构地区：[1]长沙师范学院应用心理学教研室,长沙410100 [2]南京师范大学教育科学学院,南京210046

出　　处：《心理与行为研究》2023年第1期58-64,共7页Studies of Psychology and Behavior

基　　金：湖南省妇女理论与实践研究项目(22YB06)。

摘　　要：采用问卷法对101名初中生在两年半间数学元认知的发展状况进行5次测试。利用潜类别增长模型等探讨初中生数学元认知的发展轨迹,并考察性别对数学元认知的影响。结果发现:(1)初中生数学元认知及各成分在初二表现出下降趋势。(2)初中生数学元认知的发展表现出三种类型,即高-缓慢下降组(32.67%)、中-显著下降组(54.46%)以及低-缓慢下降组(12.87%)。(3)与女生相比,男生有着更多的数学元认知知识和更高的数学元认知初始水平,且与低-缓慢下降组相比,男生比女生更有可能属于高-缓慢下降组。By using the questionnaire method, 101 junior high school students were tested five times on the development of mathematics metacognition in two and a half years. The latent category growth model was used to explore the developmental trajectories of junior high school students’ mathematics metacognition, and to examine the influence of gender on mathematics metacognition. The results showed that: 1) Junior high school students’ mathematics metacognition and its components showed a downward trend in the second year of junior high school. 2) The development of mathematics metacognition of junior high school students showed three types,namely the high-slow decline group(32.67%), the medium-significant decline group(54.46%), and the low-slow decline group(12.87%). 3) Compared with girls, boys had more mathematics metacognition knowledge and a higher initial level of mathematics metacognition, and were more likely to belong to the high-slow decline group than the low-slow decline group.

关 键 词：数学元认知 初中生 发展轨迹 追踪研究 

分 类 号：B844[哲学宗教—发展与教育心理学]