On Note Taking And Note Making In Senior High School

Note taking can be used to record what learners have learned, and it can also facilitate their memory and thinking, control their cognitive process and information processing and construct the internal relations between previous and new knowledge.Using high school students as participants in the study, this paper makes empirical research of note taking strategy by investigation, experiment and training. Firstly, with an adapted questionnaire, it explores how the students use note taking strategy, revealing its common features:most students hold positive attitudes towards note taking, and some of them have cultivated good habits of taking notes. However, they have no awareness of adopting note taking strategy. Secondly, it probes into inner influences that note taking strategy has on students’English academic achievements, namely, note taking strategy training’s effective integration into task-based classroom teaching improves the participants’English competence.The results of the experiment show that the experimental group significantly outperforms the control group in the post-test. Thirdly, employing training method, this paper comparatively analyzes the impacts of different ways of note taking training on students’ self-regulated ability and discovers that the examinees’ self-regulated ability has been greatly improved, and they have formed good habits of learning, reviewing, setting learning goals and designing learning plans.Therefore, to some extent, the conclusions drawn from this study can be used as guidance to English teachers in senior high schools in terms of learning strategies training. They can also give some enlightenment to the study of learning strategy in cognitive psychology.