A Study Of The English Reflective Learning Of Senior High School Students

In recent years,the new curriculum reformation has been put into practice in an orderly way.As an effective way to promote the quality of classroom teaching,nowadays more and more attentions of scholars and educators have been paid on effective learning.Nowadays,lots of researches have been made on the definition,content,teaching models,functions and influences of effective learning.However,most of these researches ignore the importance of the student's role in effective learning.Teachers and students are the two main involvers in the classroom teaching.The students carry the same weight as teachers in the classroom teaching.Therefore,the study of English reflective learning(ERL)can not be completed without the participation of the students.This study takes the students as the main body,aims at studying the current situation of English effective learning of senior high school students and puts forward some pedagogical suggestions on English effective learning of senior high school students.In the four months study,three different classes' students in three different grades in Luoyang No.1 Senior High School were chosen as the research subjects.The research methods of questionnaire and interview were used in order to ensure the validity of the research results.The study tools include questionnaires and interviews.In the questionnaires,there are three dimensions,that is,the contents of ERL,the methods and the awareness of ERL.The research questions are:1.What is the current situation of English reflective learning of senior high school students?2.Is there any significant differences of English reflective learning among different grades?3.What are the factors affect English reflective learning of senior high school students?By careful analysis of the collected date,the findings of this study are listed as follows:1.Luoyang No.1 Senior High School students' English reflective learning ability is at 2.5<M<3.5,which is the middle upper level.2.There are some differences in the three dimensions of English reflective learning,that is,the contents of ERL,the methods and the awareness of ERL.3.The factors affect English reflective learning of senior high school students are the comprehensive degree of ERL,the personality of the senior high school students,the perseverance of the senior high school students and the guiding function of the teacher.Based on these findings,this study comes up with some suggestions for the English reflective learning of senior high school students:1.For teachers,we should enrich the senior high school students' knowledge about ERL,improve the perseverance of the senior high school students of ERL and guide the senior high school students to use right and effective methods to carry on ERL.2.For students,they should actively gain the knowledge of ERL,cultivate the awareness of ERL,strengthen the perseverance of ERL and use the correct methods to do ERL.