A Study On English Reflective Learning Of Senior High School Students

With the development of new courses reform,more attention has been paid to reflective teaching since it is kind of method to promote effective class.A lot of scholars have made researches on the definition,teaching mode,content and effect of reflective teaching from the perspective of teachers.Students' role in reflective learning is ignored.Both teachers and students are involved in teaching and learning activities,so it is necessary to make an investigation on students' reflective learning.Therefore,the present study is intended to explore the situation of English reflective learning on the part of the high school students,and to find out some pedagogical suggestions for im proving senior high school students' English reflective learning.This research aims to answer the fo llowing questions: 1)Wha t is the general situation of English reflective learning of senior high school students? 2)What are the differences among different grades and between different subjects in English reflective learning? 3)What are the main factors affecting senior high school students' English reflective learning? 202 students were se lected to be the research subjects in Puyang No.1 Senior High School.Interview and questionnaire are used as instruments.The questionnaire can be divided into three parts: awareness of E nglish reflective learning,contents of English reflective learning and strategies of English reflective learning.By analyzing data from the questionnaire and the interview with the help of SPSS,the study has yielded the following findings:Firstly,the level of senior high school students' English reflective learning is not high.Students in three grades do not have a strong sense of awareness of English reflective learning.Though they understand the role of English reflective learning,few of them will reflect on their learning habitually.Furthermore,students have little idea about the contents of English reflective learning,and they do not know what to reflect on and how to reflect.In the dimension of strategies in English reflective learning,students mainly adopt single learning strategies,such as summarizing and communicating,but seldom use the strategies of previewing,taking reflective notes and keeping reflective dairy.Secondly,there exists some differences in English reflective learning of different grades and different subjects.From the perspective of awareness of English reflective learning,students in grade three have a clearer understanding of the role of English reflective learning than students in grade one and two,and they reflect on their English learning more frequently.As for the contents of English reflective learning.Students in grade three do a much better job than students in grade one in the dimension of reflecting on learning goal.Finally,among five strategies of English reflective learning,students in grade two do best in the aspect of previewing.As for summarizing,students in grade three do best.After investigating art classes and science classes in grade two,the author found that students in art classes have a deeper understanding of the role of English reflective learning and students in art classes perform better than science classes in the dimensions of previewing,summarizing and communicating.But students in science classes have a clearer thinking on reflecting on learning goal than students in art classes.Finally,there are four main factors affecting senior high school students' English reflective learning: 1)Students are lack of teachers' guidance,teachers seldom tell students specific skills to deal with the certain item.2)Students are unfamiliar with English reflective learning,they do not know what to reflect on and how to reflect.3)Students' learning motivation is not high,they are not willing to reflect on their English learning.4)Students are lack of reflective perseverance.Even if they know the importance of English reflective learning,few of them do it regularly.