Study On The Influence Of Class Social Psychological Environment On The Learning Autonomy Of Junior High School Students

With the advent of the era of knowledge economy,basic education in China is facing new opportunities and challenges,and important changes have taken place in educational philosophy and practice.On the one hand,one of the important themes of the curriculum reform of basic education is to develop students' learning autonomy,so that students will move from "learning the knowledge " to "learning how to learn",and basic education faces new opportunities.On the other hand,under the deep-rooted test education,the implementation of quality education is not thorough,and the era of rapid changes is under the background.How to effectively develop students' learning autonomy has become a new topic that needs to be explored in the field of educational theory and practice.The social psychological environment of the class is an important condition for the students' growth,and it has an important influence on the students' motivation,behavior and achievement,especially for the junior middle school students in the critical period of development.Based on this,this study aims to explore the following questions: the basic characteristics of junior high school students' learning autonomy,the basic characteristics of the social psychological environment in junior high school classes,and the influence of class social psychological environment on the learning autonomy of junior high school students.This study is based on the theoretical support of constructivism,and follows the research ideas of quantitative research and qualitative research,and based on quantitative research and qualitative research,literature,questionnaire and interview methods are combined.In the quantitative research,the core concepts of this study are defined and the concept dimension is defined on the basis of fully consulting the relevant research at home and abroad.The measurement tools are mainly revised by the researchers,the questionnaire on the learning autonomy of junior high school students with good testing reliability and validity,and Jiang Guang Rong's "my class" questionnaire are studied.The independent variable is junior middle school class social psychological environment,and the dependent variable is junior middle school students' learning autonomy.The questionnaire survey was conducted with 462 junior middle school students in three middle schools.The data were collected and analyzed using SPSS18.0 software for descriptive statistics,independent sample T test,cluster analysis,variance analysis,correlation analysis and multiple linear regression analysis.In the aspect of qualitative research,10 class teachers and 12 junior high school students in X middle school are selected as interviewees.The interviews are mainly face-to-face interviews and telephone interviews,and the interview outlines are conducted in two ways.The influence of learner autonomy,the use of grounded theory to encode and analyze the collected interview data,so as to achieve the verification,interpretation and enrichment of the quantitative research results.The main conclusions of this study are as follows:(1)Junior middle school students' learning autonomy is a multi-dimensional concept,including self-determination,self planning,self-reflection,self-monitoring and learning creativity.The revised questionnaire for junior high school students' learning autonomy is in line with the requirements of the measurement index,and it can be used as the basic tool to measure the autonomy of middle school students,and also to provide the evaluation and diagnosis index for the students' autonomy of the students.(2)At present,junior high school students' overall learning autonomy is high,but the development of the elements is not balanced,the appearance is stronger in junior middle school students' self-determination,but the self-monitoring ability is the lowest.There is no significant difference in the individual level of the total score of learning autonomy,but there are significant differences in some dimensions in grade,sex,nationality and only child.(3)The overall satisfaction of junior high school students to the social psychological environment of the class is higher.In terms of the differences between gender and grade,there is no significant gender difference in the perception of the social psychological environment of the junior high school students,but there are significant differences in the social psychological environment perceived by the students in different grades.(4)There are three basic types of social psychological environment in class,namely,unity and enterprising type,general type and diffuse type.The distribution is as follows: the unity and enterprising type accounts for 51.3%,the general type accounts for 30.3%,and the diffuse type accounts for 18.4%.(5)There is a positive correlation between the total score of the social psychological environment of the class and the status of students' learning autonomy,and there are different degrees of correlation between different dimensions of class social psychological environment and learning autonomy,in which the relationship between teachers and students,classmate relationship,class order and competition are positively correlated with the students' learning autonomy,but the academic burden is negatively correlated with the students' learning autonomy.(6)Different dimensions of class social psychological environment have different predictive effects on students' learning autonomy,in which the teacher-student relationship,classmate relationship,class order and competition all have a significant positive predictive effect on the students' learning autonomy,while the academic burden has a significant negative predictive effect on the students' learning autonomy.(7)The construction of a good class social psychological environment has a positive impact on the development of students' learning autonomy.This good class social psychological environment refers to the good interpersonal relationship,the strict order,the fierce competition and the moderate academic burden.The development of junior high school students' learning autonomy is a long-term and gradual process.Junior middle school teachers and class teachers should pay attention to students' autonomous development of learning from their thoughts.They should not only take into account students' independent needs and wishes,but also do not neglect the cultivation of students' Autonomous Learning ability.In particular,teachers can start from the social psychological environment of the class,create a harmonious interpersonal relationship and a stronger atmosphere of competition,maintain a good class order,avoid excessive academic burden,so as to better promote the learner autonomy development.