Research On Senior Middle School Ideology And Politics Of The Reflective Learning

"Reflection" this idea long-standing, at all times and in all countries people has always paid much attention to the guiding role to reflect the thinking of life and education. USA famous educator John Dewey in modern education and teaching to reflect rising to a theoretical system of in-depth study, thereafter, emerge as the times require reflective learning based on the theory of modern education and teaching system. As a modern way of learning, students in the development of reflective learning through self reflection ability of independent inquiry and decision-making, to lay a good foundation for the lifelong development of reflective learning, so reflective learning more and more attention of domestic and international education researchers.China’s education sector is the introduction of reflective learning theories from the West in twentieth Century 90’s end. With the new curriculum reform, our country’s theory and practice of reflective learning increasing. However, our country on reflective learning theory research more applied research, and application to the study of the use of a variety of ways to explore less, can contact the characteristics of the subject of ideological and political course in high school less study, therefore put forward reflective learning theory is applied to the ordinary high school thought political lesson topic. This study attempts to understand the students in reflective learning aspects of the situation through investigation, in view of the existing problems of the reflective learning theory for the ideological and political teaching in senior high school, guide students to follow the reflective learning model to study, understand consciously combined with social and others for self evaluation has learning and feedback enhancement and self strengthening dialogue, reflection consciousness, master various skills of reflection, on reflection, make the learning ability and emotional attitudes sublimate their own.This research mainly uses the literature search method, individual interview method, questionnaire survey method and experience summary method, from the following several parts of relevant content were discussed.The first part, combing through the literature reflection learning theory research status at home and abroad, the study found that in China both in theoretical research and applied research and practice, are related to the content, reflective learning characteristics, contents, basic links and reflection approach, to provide a certain degree of reference for further study on reflective learning theory research and practice. However, there are the following problems:the comparative emphasis on theoretical research, operational research is relatively weak, most studies focus on the reflective learning advocacy, the lack of corresponding practice; even of reflective learning practice to explore, the measure is also a single, not to provide a variety of choices for students; in order to reflective learning to guide the research of the high school thought political lesson teaching is more deficient, thus puts forward the research subject of high school ideological and political reflective learning.The second part, introduced the relevant concepts of this study and learning of high school thought political lesson significance of reflection. The theoretical results by some experts and scholars, the reflective learning is defined as the study way of learning, introspection. At the same time, using the meta cognitive theory, constructivist learning theory, Vygotsky’s theory of self—speech guidance and interaction theory of Mead’s symbols to explore reflective learning, formed the theoretical support of this study. It points out that the features and significance of carrying out reflective learning activities in senior high school ideological and political class in the. Its significance is manifested in the following aspects:1. Is the need to achieve the high school thought political lesson curriculum goal; 2.Is one of the requirements of the new curriculum reform; 3. Is conducive to stimulating students in senior high school ideological and political class participation enthusiasm; 4. Is conducive to promoting the overall development of students; 5. Favorable to the formation of efficient classroom.The third part, from the three dimensions of reflective consciousness, reflective skill and reflective level, obtained by the survey data analysis, found that students in senior high school politics reflective learning level is not high, the reflective consciousness is weak, can take the initiative to use the skills of reflection on the politics of knowledge reflect students rarely. Through the correlation analysis to understand influence students’reflective level to its political achievement.The fourth part, according to the investigation and analysis on the high school thought political reflective learning the current situation and existing problems, put forward the idea of reflective learning and explore in the teaching practice, the concrete from eight aspects:l.The implementation of self questioning method to promote student reflection; 2. Design problems, layer upon layer induced, guide the students to reflect; 3.According to the textbook contents design practice, let student reflection in practice; 4.In cooperating to promote students’reflection; 5.Through the inner relationship between draw mind maps reflect the knowledge point; 6. In the interpretation of the domestic and international current affairs hot spots in the reflection of knowledge; 7.To reflect on the stages are summarized to improve students’ ability of reflection; 8. In the research task in the development of students’ reflection.The fifth part, the conclusion and prospect of this research, review and sum up, and puts forward the next research direction.