A Study On Classroom Intervention Of Self - Learning Ability Training For Senior Middle School Students

This study in September 2012- December 2012, selected experimental middle school in Liaoning province during the period of high grade six classes, a total of 280 students as subjects, including 140 people in the experimental group and control group of 140 people, of the experimental group adopted the self-made "series of high school students autonomous learning ability training course" intervention, control group, normal teaching to Pang Wei Guo compiled by the learning autonomy scale for measuring tool, using the significance test of the statistical method to inspect the change of the cultivation of students’ autonomous learning ability before and after intervention. The results show that:(1) course intervention can improve the students’ autonomous learning initiative consciousness, goal setting, content choice, time management, preparation, review, organization strategy, finish machining strategies, self-monitoring, self learning process inspection and self summary;(2) students’ learning initiative consciousness, goal setting and review the strategy, organization strategy and self-examination has actively improve space, but the teacher intervention is more appropriate teaching helps to improve students’;(3) the students’ autonomous learning content choice, time management, preparation, finishing, self monitoring and self learning process summary depends on individual effort is difficult to improve, need teachers’ intervention and guidance;(4) the students’ autonomous learning self-efficacy, interest in learning and understanding of the strategies, self evaluation and self, strengthen the teachers need to actively guide and focus on.