A Study On The Relationship Between Learning Strategies,Learning Motivation And Academic Achievement Of Minority Middle School Students In Xinjiang

Secondary school is a key period of learning career,It is also the students' body and the psychology develops rapidly in this time.In this particular stage,students occupy the most of the time for the study,middle school students are more eager to gain a good academic record.In this special area of Xinjiang,it's the most important event of education that concern for the minority students in recent years,on account of the implementation of bilingual education,and the education system improve continually in Xinjiang,the study for minority students' academic record is also increasing,but the few study put the ethnic minority student groups as a special object.This study bases on the the reality and discusses the relationship between learning strategies,learning motivation and learning achievement of minority middle school students in Xinjiang under the background of bilingual education continually impeling.Revealing to influences of minority students' academic record,providing localized research for minority education in Xinjiang.At the same time,to lock the first-line classroom for Xinjiang ethnic minority education and provide feasible suggestions.This study aims to use qualitative research and quantitative research combined as the research methods,the methods of questionnaires,interviews and classroom observation are used in the research.A total of 1350 copies of questionnaires were gived out,and 1175 copies of questionnaires were returned.The effective retuned rate is 87.04%.Interviewing students and teachers about 20 people,participating in classroom to observe a dozen of lessons.Reaing the results are as follows:(1)There are significant differences in learning strategies and learning motivations in demographic variables;(2)There are significant differences in learning strategies and learning motivation in learning academic record;(3)There were significant correlations between learning strategies,learning motivation and learning academic record;(4)Learning strategies and learning motivation have predictive effect on academic record.Finally,the conclusions are drawned:(1)Teachers can improve the learning strategies and learning motivation to achieve the impact of improving academic record;(2)In metacognitive strategies,teachers should teach students to get learning strategies through introspection,planning and other methods;(3)In the cognitive strategy,through the specific learning methods,in the repetitive oration,memory and other aspects of learning skills has improved;(4)In social strategy,establishing an effective social support system for students,so that makeing minority students in a safe and trusted environment to learn;(5)In learning motivation,through all kinds of methods to enhance interest in learning for students,establish learning goals,train proper learning motivation.