A Study Of English Reflective Learning Of Senior High School Students

With the development of new course reform, more attention is paid to reflective teaching to promote effective class. A lot of researches on the definition, teaching model of reflective teaching have been done from the perspective of teacher, ignoring students’ role in reflective teaching and learning. Teacher and student are two subjects in teaching and learning. Attention should be paid to both teacher and student. Accordingly, it is necessary to make a research on students’reflective learning. Therefore, senior high school students are selected as the research subjects in this study and their English reflective learning (ERL) situation is investigated, aiming at putting forward with some pedagogical suggestions for improving senior high school students’ ERL.Based on some reflective learning theories and researches on reflective learning home and abroad, this study is done by targeting at 198 students in Guangxi Yulin High School and using interview and questionnaire as research instruments. There are three dimensions in the questionnaire:awareness of ERL, contents of ERL and methods of ERL. The following are the research questions in this study:1) What is the overall situation of English reflective learning of senior high school students? 2) What are the significant differences of English reflective learning among different grades? 3) What are the factors affecting senior high school students’ English reflective learning?By utilizing SPSS 19.0 to analyze data from questionnaire and by analyzing qualitative data from interview, findings of the present study can be concluded into 3 aspects as follows.First of all, as a whole, senior high school students’ English reflecting ability is at a middle upper level (2.5<M<3.5). Among the three dimensions, most students carry the awareness of ERL. However, as for the contents of ERL, most students have no idea about it. They do not know what should be reflected in a systematic way, especially in the perspective of reflecting on learning process and learning outcome. Worse still, the use of reflective methods only arrives at a middle level, among which the methods of summarizing and communicating are mostly used compared to other reflective methods.Secondly, as a whole, there is no significant difference among these three grades in awareness of ERL, contents of ERL and methods of ERL. At the sub-dimension level, there is no significant difference between the sub-dimensions of awareness of ERL----understanding the role of ERL and reflecting consciously and habitually. As for three sub-dimensions of contents of ERL, no significant difference lies in reflecting on English learning process and reflecting on English learning outcome. Grade differences only lie between grade one and grade three in the aspect of reflecting on English learning goal. And students in grade three do better than those of grade one in reflecting on their learning goal. Finally, among the five methods of ERL, previewing and summarizing are varied significantly by students in different grades. As for previewing, students in grade two do best, followed by those in grade one and the worst are students in grade three. As for summarizing, students in grade three do better in using summarizing, which is followed by students in grade one and grade two. The remaining three reflective methods, namely taking reflective notes, keeping reflective dairy and communicating are not at a significant level.Thirdly, there are four factors affecting senior high school students’ English reflective learning----degree of knowing about ERL, learner’s personality, reflective perseverance and teacher’s guiding.According to the findings, there are some implications for improving senior high school students’ ERL. From teachers’ angle, teachers should enrich students’ knowledge of ERL, cultivate students’ reflecting perseverance, design reflective activities in a flexible way and guide students to reflect basing on their personality. From students’ angle, students should ask teachers for help, cultivate active attitudes towards ERL and learn to use proper methods of ERL.