The Study On Characteristics Of Juniors' Application Of Chinese Learning Strategies And Main Psychological Factors In Affecting Selection Of Strategies

The study on learning strategy not only theoretical exploration but applied research as well, is always given full attention by circle of educational psychology and flourishes from the middle of 1950s. Nowadays, combined with concrete disciplines, the study on learning strategy in disciplines has already become a general interest in applied research on learning strategies .The existing learning strategy research mainly concentrates on study of the second language, mathematics, reading and so on , while rarely on Chinese , which indeed is a basic course in elementary and junior high school , let alone the systematization of Chinese learning strategy research . Chinese, in elementary and junior high school, is not only the base of learning other courses but plays an important role in promoting the development of thinking. However, considerable students have an adaptable difficulties and some other problems in Chinese learning. Among them, lack of suitable Chinese learning strategies is the most important reason .In view of this, I choose Junior students' Chinese learning strategies as a research topic, endeavoring to construct a comparatively complete system of Junior Chinese learning strategy, exploring the psychological factors affecting juniors' selection of Chinese learning strategies and meanwhile enriching the research on discipline learning strategies, helping juniors to better adapt Chinese learning and to raise the study efficiency as well.Through interviews of students, questionnaires, advice of experts, and existing research achievements, I draw up the learning strategy scale and influential factors scales. The influential factors scales consist of sense of self-confidence scale, motive scale, reasoning scale, and consciousness of learning strategy scale in Chinese learning. After been verified, the reliability and validity of all scales can live up to therequirements of statistics without exception. Then a testing is applied among 665 students from grade 1 to grade 3 in 5 junior high school. On the base of statistic and analysis, a conclusion is drew as follows:(1 )The Chinese learning strategy scale compiled from the research has relatively reliability and validity. It can well reflect juniors' application of Chinese learning strategies. Meanwhile, the influential factors scales also has reliability and validity required by statistics and can explain juniors' variation in the selection of Chinese learning strategy.(2)There's remarkable gender difference in junior's selection and application of Chinese learning strategies. It's tendency that girl students are more adapt in the selection of suitable Chinese learning strategy. In view of Chinese learning, they are more active in self-confidence, consciousness of strategy, reasoning and so on.(3)Students from different grade have grade difference in respect of selection of Chinese learning strategies, deep motive, consciousness of strategy. Such difference tends to come down as to a higher grade.(4)The group of top students stress the selection of strategy more, which far exceeds other groups; top students have more self-confidence, active reasoning, strong consciousness of strategy. In view of surface and deep study motive, deep study motive dominates. But part of top students have both at the same time.(S)Conception of main psychological factors can well explain the variation in learning strategy (to a degree of 78.9% ). However, different factor dose have an influence in varying degrees. And the degrees of effect vary from highest to lowest are: consciousness of strategy, sense of self-confidence, deep motive, positive reasoning, negative reasoning. Apart from that, surface motive has on unremarkably direct influence on learning strategy.