A Research On Demonstrative Senior High School Students’ English Reflective Learning In Qidong County

English Curriculum Standards for Senior High School(2017 Edition)requires that students should change from passive or receptive learning learners to those who are good at autonomous learning,cooperative and inquiry learning so that they can improve their autonomous learning ability to lay a foundation for lifelong learning.Reflective learning is a kind of autonomous learning mode.Learners with critical spirit continually observe,analyze,and evaluate the goals,processes and outcomes of their learning activities in order to get some enlightenment and inspiration.And then they make a self-summary and set new goals and plans to perfect the ideas and methods of solving problems,to optimize the way of thinking and to explore the general law.Thus,reflective learning is very important for senior high school students’ English learning from the point of view of lifelong learning as well as English Curriculum Standards.Through the investigation of the overall situation of senior high school students’ English reflective learning,this research puts forward the corresponding strategies to help them better conduct English reflective learning,improve learning efficiency,strengthen students’ reflective learning ability and promote the development of their autonomous learning ability and lifelong learning ability.Meanwhile,the research can help teachers better understand the problems exsiting in students’ English reflective learning so that teachers in the future teaching process can provide students with more targeted guidance on their English reflective learning and create a classroom atmosphere that is more conducive to students’ English reflective learning.To a certain extent,the research can facilitate teachers’ teaching reform.Based on the meta-cognitive theory,constructive theory and critical theory,the thesis attempts to conduct questionnaire among 305 students in Qidong No.1 senior high school and interview 6 students for making an analysis of the overall situation and main factors of English reflective learning of senior high school students.The research questions of this study include: 1.What is the overall situation of senior high school students’ English reflective learning? 2.Are there any significant differences in English reflective learning between male and female,between students in liberal arts and science,and among students in different grades? 3.What are the main factors influencing English reflective learning of senior high school students? Through analysis of data with the help of SPSS24.0,several findings can be concluded as follows.1.English reflective learning of senior high school students is in middle level on the whole;the score of awareness of ERL is the highest,followed by contents of ERL,and strategies of ERL.2.There’re significant differences in English reflective learning of senior high school students in different grades on the whole and in the three dimensions of awareness of ERL,contents of ERL and strategies of ERL.From the perspective of awareness of ERL,students in grade one do best in the dimension of reflecting consciously and habitually,followed by those in grade three and grade two.From the perspective of contents of ERL,students in grade one do a much better job in the dimension of reflecting on learning goal,process and outcome than students in grade two and grade three.And students in grade three perform better in reflecting on learning goal,process and outcome than those in grade two.From the perspective of strategies of ERL,students in grade one perform best in previewing strategy,followed by those in grade two and grade three.As for summarizing and communicating stategy,students in grade one do best,followed by those in grade three and grade two.As for keeping reflective diary strategy,students in grade three perform best,followed by grade one and grade two.3.There exist significant differences in English reflective learning between male and female on the whole and in the three dimensions as well.The level of female students’ English reflective learning is significant higher than that of the male students’ in all dimensions.4.There exists no significant difference in English reflective learning between liberal arts students and science students on the whole and in the three dimensions as well.However,from the perspective of strategies of ERL,there are significant differences in the aspects of previewing and summarizing between liberal arts students and science students.Science students use previewing strategy more frequently than liberal arts students,but liberal arts students use taking reflective diary strategy more frequently than science students.5.There are three main factors influencing English reflective learning of senior high school students,including students’ individual factors,teachers’ factors and other factors.Students’ individual factors include students’ knowledge about ERL,self-efficacy,reflective perseverance,and learning motivation.Teachers’ factors include teachers’ reflective ability,teachers’ guidance and teachers’ teaching model.Other factors include mutual understanding and help among classmates,school atmosphere of reflective learning and time.Based on the survey results,the author puts forward some suggestions to improve English reflective learning of senior high school students.Form the perspective of students,students should increase their knowledge of English reflective learning,cultivate their own interest in English reflective learning,excise their reflective perseverance,and use proper strategies of English reflective learning.From the perspective of teachers,teachers should improve teachers’ reflective ability and teaching ability,help students strengthen their reflective awareness and improve their self-efficacy.