On History Learning Strategies In Middle School Under New Course Concepts

In recent years, research on learning strategies has become a hot issue in the filed of pedagogy and psychology. In educational circle, teaching students how to learn and imparting them effective learning strategies have been regarded as effective methods to ease their burden and greatly enhance teaching quality. Therefore, disciplinary learning strategies integrated with a concrete subject has been a focus of the research on the application of learning strategies. Through empirical study of the application of history learning strategies in middle schools, the thesis attempts to construct history learning strategy systems under new course concepts.In this thesis, history learning strategies refer to effective learning methods, techniques, procedures and the entire mental monitoring process, which are used by learners in the course of history learning. Learning strategies are reflected as explicit learning methods, learning techniques as well as implicit mental process. They are characterized by implicitness, stability and uniqueness.In light of previous research results, questionnaires with unique features of the discipline of history were designed by interviewing and consulting experts. By investigating 450 students in 10 classes in five grades from 7 middle schools in Chongqing and analyzing the corresponding results, the study draws the following conclusions:(1) The middle-school students' overall abilities of utilizing history learning strategies are good, and are above the average, but their abilities to utilize planning strategy, organization strategy, and mental strategy and emotion strategy are somewhat poor (2) The ability of utilizing history learning strategy varies among students from different grades: junior and senior middle-school students' abilities to utilize learning strategy declines with the growth of their grades.(3) Theability of utilizing history learning strategies varies among students of different sexes: female students are better at using learning strategies related to attitude, motivation, previewing, reviewing, planning, monitoring, assistance and self-test than male students, while male students are better at using the strategy of precise processing of information. (4) The ability of utilizing history learning strategies differs markedly among students with outstanding academic records and students with poor academic records: outstanding students have a better ability of using learning strategies. (5) The overall ability of utilizing history learning strategy doesn't differ remarkably among students from Chongqing city proper and students from remote areas, but the former have better abilities of utilizing strategies related to cooperation, information exchange, information acquisition outside class, inquiry into historical issues than the latter.On the basis of research results and by analyzing fundamental new course concepts, this thesis constructs a history learning strategy system in middle schools, which is composed of four strategies: history meta-cognitive strategy, history cognitive strategy, history resources management and utilization strategy and history emotion strategy. The study also elaborates on six sub-strategies of history cognitive strategy, namely, history concepts mastery strategy, history knowledge system strategy, history skill training strategy, history rules learning strategy, history knowledge utilization strategy and historical issues study strategy.In the end based on the research results this study proposes that research on disciplinary learning strategy under new course concepts should be strengthened and more stress should be placed on teaching students disciplinary learning strategies and raising teachers' consciousness of strategy's teaching. Thus, strategy's teaching will be more pertinent to students and students' awareness of using learning strategy will be cultivated and cemented so that they are more active in their studies.