Research On The Effect Of Learning Strategies On Achievement Of “Junior School ”Student In Xinjiang

Since the sixties and seventies of the 20 th century,learning strategies has become one important research field of educational psychology and psychology of learning.Learning strategies can plan,monitor,evaluate,adjust the learning process and help the students to form the optimal learning solutions,therefore,it becomes one important symbol whether the students have mastered how to learn,one vital measure of individual learning ability and one key factor of restricting the one’s learning efficiency and results of learning.From the thought of relationship between learning and thinking of Chinese great ancient educator Confucius to the famous saying it is more important to form an independent method of study than to acquire knowledge from French modern educator Rousseau,the importance of learning strategies is evident.It is one key period for junior students to develop the ability of individual cognitive thinking and train them to form good learning habits to master the learning strategies suitable for themselves in Junior school.Meanwhile,as one unique running school mode for minority education,the “junior school” in Xinjiang cultivates a large number of outstanding graduates for less developed regions in Xinjiang and inland-high-school classes.It has profound practical significance for us to steadily push forward educational poverty alleviation,maintain social stability,promote regional economic development in Xinjiang.Therefore,it is very significant to study the characteristics of learning strategies of “junior students” in Xinjiang and the relationship between learning strategies and academic achievements in order to develop the level of learning strategies and improve the quality of running a school of “junior school” in Xinjiang.This research selects “junior students” in Shihezi as object,uses questionnaire of Doctor Zhou Yonglei Questionnaire on Learning Strategies for Junior Students and analyze and explore the relationship between learning strategies of“junior students” in Xinjiang and their acedemic achievements.The conclusion is as follows:First and foremost,on the situation of learning strategies of “junior students” : it is the middle level,above reference value.Among its three dimensions,congitive strategy is the best,followed by objective management strategy,the lowest one is metacongitive strategy.Secondly,the feature of learning strategies: Gender difference exist,the female students are obviously higher than the male students on the total score of learning strategy.Besides that,the learning strategy has the remarkable difference between grades.Along with the grade growth,the learning strategy level assumes the drop tendency and the level of learning strategy of students in Grade 9 was the lowest;learning strategy has very remarkable difference between the different result groups,along with the result growth,the learning strategy assumes the trend of escalation;learning strategy is one important factor in influencing the academic achievements.There is no remarkable differences between the scores of learning strategies of urban students and rural ones,but the former is higher than the latter;the same situation is the score among different nationalities and origin.On the aspect of origin,the level of learning strategies of ethnic students studying at Han Chinese schools is higher than the ones in ethnic schools.Thirdly,It is remarkable positive correlation between learning strategies and academic achievements for “ junior students”.Regression analysis shows that slef-regulation,self-control and ego strategies of metacongnitive strategy could predict academic achivements better,and learning strategies can predict academic achievements by 10.4 percent.