A Survey On The Current Situation Of Geography Autonomy In Rural High School Students

Self-directed learning is the new requirement of both today’s social development and educational development for talents, and is also a major change in the way of students learning under the background of China’s new round of basic education curriculum reform. Restricted by traditional ideas and economic level, geography education is in a disadvantageous position in rural areas for a long time. The level of students’self-directed learning is generally low, so it is an urgent task to investigate the present situation of students’geography self-directed learning, analyze the problems in the geography self-directed learning and points out the main influential factors in the rural senior middle school. The aim is to put forward the corresponding countermeasures and cultivate the students’ geography self-directed learning abilities. It has certain valuable reference to improve geography teaching and improve students’ geographical self-directed learning abilities in rural senior middle school.This study defines the concept of self-directed learning, elaborates the characteristics of Self-directed learning and the research status both at home and abroad on the basis of the achievements of the predecessors’study of Self-directed learning and the related research of geographic self-directed learning. From the aspects of psychology, pedagogy, curriculum and teaching theory, it provides theoretical support for the investigation research in this paper. After the preliminary preparation, test and revision, the author ultimately determines the questionnaire of this study which is from seven dimensions of learning motivation, learning content, learning time, learning methods, learning process, learning results, and learning environment to investigate the geographical situation of students’self-directed learning and the external factors that influence it. The author distributes a total of323questionnaires in three Grades and eventually gets300effective questionnaires. Through the test of reliability and validity, it shows the questionnaire has good consistency reliability and structural validity, meanwhile the author interviews all the geography teacher in this school. Using SPSS20software to statistics and analyzing the data of students’questionnaires and teachers’ interviews, this study makes the following conclusions:(1) The average score of questionnaire is100.40points, the average score for each subject is1.93points, students’ self-directed geography learning level in rural senior middle school is relatively low. Questionnaire total score of between25and158points, the standard deviation is25.206, there are differences among different individuals.(2) The average score of learning time, learning process, learning results is2.24、2.01and2.09points.The average score of learning motivation, learning content, learning methods and learning environment is1.88、1.69、1.87angl.75points, they does not meet the general level. In the different internal side of dimensions, there are differences in the average.(3) There are significant differences between different groups in self-directed geography learning level, that is, the level of girls’self-directed geography learning are much higher than those of boys. In addition, the level of self-directed geography learning level also increased significantly with the grade. High first-year students’ average points in of all dimensions are lower than high school sophomore.(4) There are significant relationship among the students’level of self-directed geography learning, teachers’ teaching behavior, teaching material, peer group and family factors. Therefore, different factors have an impact on self-directed learning on different aspects. Only the peer group factors plays a role in promoting positive.At last, based on the results and discussion of the research, the author puts forward the corresponding strategy according to the present situation of students’ self-directed geography learning for the senior middle school.(1) For teachers:To establish a teacher-student relationship democracy, equality and cooperation teacher-student relationship; Optimization the geography teaching to promote student self-learning; Contacting the rural real life experience to design student self-learning activities..(2) For students:Changing geography learning concepts and learning styles; Strengthen geography learning process self-monitoring and self-evaluation.(3) For schools:To establish and improve objectives and curriculum that can training students’ability; To establish a multi-dimensional evaluation of incentives; Creating a school physical environment and campus culture which can promote students’geography self-learning.(4) For social and parents:Concerned about the basic education in rural school geography; Strengthen communication and cooperation with schools; And also attention to children’s geography learning.