| After entering high school,English reading comprehension has been added with the "Seven Options for Five Blanks" question,which brings a new challenge to students.It not only requires students to understand the detailed information,understand the theme and writing intention,but also need more to grasp the whole discourse structure and intention of writing from a macro perspective.In addition,with the reform of primary and secondary education and the implementation of quality education,reflective learning has attracted more and more attention from scholars and education experts at home and abroad.Reflective learning is an important means to promote students’ self-disciplined learning.However,through a series of studies,the author find that the research on reflective learning is still in the exploratory stage,and even fewer studies combines reflective learning with "Seven Options for Five Blanks".Therefore,based on metacognition theory,constructivism theory and cohesion theory,this study attempts to explore the effect of reflective learning on senior high school students’ reading performance in "Seven Options for Five Blanks".The researcher conducted a three-month experiment at a high school in Jinzhai County.This study focuses on the following two questions:(1)What’s the effect of reflective learning on senior high school students’ reading performance in "Seven Options for Five Blanks"?(2)What are the reasons for the effect of reflective learning if the effect is found to occur?This research consists of two methods:quantitative research and qualitative research.1.Quantitative research.The quantitative study includes a three-month teaching experiment.The subjects are 108 students in two parallel classes of Grade one in Nanxi Senior High School.The experimental class and the control class are tested twice before and after the experiment.The pre-test is to detect whether there is a significant difference between the two classes before the experiment.The post-test is to detect what is the difference between the two classes after three months of teaching experiment,and what is the difference between the high,intermediate and low level groups of the experimental class.Then SPSS is used to analyze the collected data.2.Qualitative research.At the end of the experiment,qualitative research is conducted in the form of interview,and the interview objects are 6 students in the experimental class.Among them,high,intermediate and low level groups account for two students each.The interview are recorded for further analysis.Through quantitative and qualitative analysis of the data collected in the study,this study draws the following conclusions:reflective learning has a certain positive effect on high school students’reading performance in "Seven Options for Five Blanks".In detail,reflective learning has a great impact on the reading performance of the intermediate level students,while for the students with relatively low and high English reading ability,the effect of reflective learning on them is not significant.This study has some implications for the teaching of "Seven Options for Five Blanks":(1)reflective learning has certain practical significance for improving senior high school students’reading performance in "Seven Options for Five Blanks",especially for intermediate level students.Therefore,it is necessary to arouse students’learning enthusiasm and cultivate their reflective learning ability,develop relevant effective programs and carry out efficient and flexible reflection activities.(2)Flexible and diverse reflective tasks should be designed according to different students’ ability levels to ensure that all students can effectively carry out self-reflective activities.Teachers should constantly improve their professional quality through learning.In the process of teaching,teachers should first build themselves into reflective teachers and constantly improve teaching methods to provide students with more professional guidance for reflective learning. |
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