Abstract: The assessment and measurement of metacognition ability is always a hard research topic. In the field of mathematics education, many researches focused on the assessment and ability training of students' metacognition monitoring level in the process of problem solving, while few focused on the questionnaire that assessing all dimensions of students' mathematics metacognition level. Meanwhile, the research instrument(questionnaire)of metacognition specially for high school students was still not available. In this study, we designed High School Students' Mathematics Metacognition Level Questionnaire based on literature review, expert interview, and questionnaire analyses. This research instrument had adequate construct validity and content validity. For the reliability, the internal consistency reliability, split-half reliability and test-retest reliability were 0.952, 0.931, and 0.946 respectively, which indicated this questionnaire had good internal consistency and measurement stability.

Key words: mathematics metacognition, mathematics metacognition knowledge, mathematics metacognition experience, mathematics metacognition monitoring

摘要： 对于元认知能力的评价和测试一直以来都是研究的难点，特别是就数学学科而言，已有研究多围绕数学问题解决过程中元认知监控水平的评价以及能力的培养展开，鲜有全面评价学生数学学习元认知水平的问卷。同时，没有针对高中生编制的元认知水平调查问卷。故本研究在已有研究的基础上，对已有的问卷进行修正和完善，通过征求专家意见与样本测试和数据分析，形成《高中生数学元认知水平调查问卷》。该问卷具有较好的内容效度和结构效度。信度方面，问卷整体的内部信度为0.952，分半信度为0.931，重测信度为0.946，说明问卷具有很好的内部一致性和测量稳定性。

关键词: 数学元认知, 数学元认知知识, 数学元认知体验, 数学元认知监控。