Research On Guiding Strategies For Effective Classroom Learning

This dissertation focused on effective learning guidance strategies of the effective classroom teaching problems field, From unidirectional teacher's effective teaching behavior research to an all-directional research about the students' effective learning and the teacher's effective guidance. This dissertation paid attention to launching the research the practice logic way and process of teaching and learning. Effective learning was the ideal pursuit of effective classroom teaching research, it was also a growing point, motive power and object claim of classroom effective teaching research. The research of effective classroom learning guidance strategy put forward the research assumptions on the basis of comprehensive analyzing the three paths' advantages and disadvantages: the premise and the purpose of effective teaching was the students' effective learning, effective learning was based on the students' able to learn, do well in learning and enjoy learning, which need to achieve under the guidance of teachers. Therefore, the starting point of effective teaching——students' classroom effective learning became the fundamental purpose, and supply strategies for teachers' classroom effective guidance became the logic pursuit of this research.In this study, there were two clues: one was “bright clue” and another was “dark clue”. “bright clue” was teachers' classroom effective guidance; “dark clue” was students' classroom effective learning. The research methodology, path, process and results of effective learning directly impacted on those of effective learning guidance; The proposal of effective learning guidance strategy directly served teachers' classroom guidance practice, and then acted on classroom learning and improved students' learning efficiency. Therefore, the dissertation' studied logic and framework include eight parts, which were: introduction, the core concepts' definition and theoretical basis, the relationship between effective learning and learning guidance, analytical framework construction of effective learning and learning guidance, present situation investigation and problem attribution about effective learning and learning guidance, the design of learning guidance' targeted strategy, and conclusion. The main research contents and conclusions included:1. This dissertation reported a research that based on the social constructivism learning theory, subject teaching theory and self theory, used the latest research achievements in the field of effective learning at home and abroad for reference, explained and defined the two core concepts' connotation about “effective learning" and "learning guidance strategies", gave interprets for the relationship between the students' classroom effective learning and the teachers' effective learning guidance.2. Through analyzing the effective learning' influence factor model, effective learning' integrated design model, learning evaluation system structure, students "active learning" system model, as well as detailed reviewing the relevant theoretical and empirical studies, the present study proposed an analytical framework on classroom effective learning and effective learning guidance. It also build effective classroom learning' structure frame of reference, which included five dimensions: determine learning objectives, select learning resources, master ways of learning, manage learning process and self-evaluation learning. These five dimensions consist of such indicators as specifying learning objectives, identifying learning tasks, learning task decomposition, designing learning programs, getting learning resources, integrating learning resources, assessing learning resources, selecting learning resources, “I want to learn”, “I can learn”,” “I will learn”, collaborating group, supporting group, leading group, coordinating group, identifying problems, proposing problems, analyzing problems and solving problems, managing the total time, allotting learning time, adjusting the schedule, goal-oriented learning, driving learning resources, maintaining learning style, the result reflection, assessing learning resource' utilization rate, assessing learning style' feasibility, assessing the extent of learning progress, assessing the extent of goal achievement.4. In order to verify the effective classroom learning and classroom learning guidance framework proposed in this study, the present study employs stratified sampling method to conduct two questionnaires. In September 2014, the first survey was conducted in H and J High School of Shanghai, the random sampling is done on students and teachers(including mathematics, Chinese, English disciplines) of the second, third grade of Junior high schools of J and H. 316 questionnaires were distributed and 298 valid questionnaires were returned with 94.3% effective rate of return, and 158 questionnaires were distributed to teachers with 150 valid questionnaires being recovered, whose recovery rate was 97.5%. After collecting the questionnaires, I used SPSS18.0 software to do the project analysis, factor analysis and structural reliability analysis, achieving the final validation of the framework proposed in this study, survey data also fit well in the reference framework on effective classroom learning and learning guidance outlined in this paper.5. After the questionnaire was revised, in 2014 the second survey was conducted to the students in 11 pairs of selected elementary, middle and high school of Shanghai, Guangzhou and Zhengzhou, 1092 copies of questionnaires were distributed to students, 319 questionnaires to teachers, drawing the following specific conclusions:1. The student's effective classroom learning structure is constituted by such five factors as: design learning objectives, select learning resources, master learning style, manage the learning process and self-evaluate learning;2. Students' classroom learning is generally at a risk of inefficiency, student' effective earning needs teacher's effective guidance;3. Teacher' effective mentoring project includes 5 elements, which are to guide students to design effective learning objectives, guiding students to select learning resources, guiding students to master learning style, guiding students to manage the learning process, and guiding students to do self-evaluation.5. Teachers' classroom effective guidance is seriously inefficient and invalid, effective mentoring needs effective guidance strategy provided by educational researchers.6. On the basis of the questionnaire data ‘statistics and processing, This paper made five aspects' attribution analysis to students' classroom learning inefficient and teacher's classroom learning guidance, And according to the result of attribution, put forward learning guidance strategies on the basis of effective learning guidance project frame of reference.