Research On Teachers' Intervention Strategies In Junior High School Students' Autonomous Learning

Independent learning has a profound impact on teaching effectiveness.Under the traditional teaching mode of transmission,junior high school students lack the ability to learn autonomously,this requires teachers to intervene in the students' learning process.The purpose of this study is to explore the intervention methods of teachers in students' autonomous learning,attention should be paid to how teachers should promote students' autonomous learning and development.Thus,the process of teaching becomes a process of students' initiative inquiry to obtain knowledge and development capacity,and optimize the teaching process.Through consulting the documents at home and abroad,analytic synthesis method,study the origin and development of self-regulated learning and teacher intervention,the influence of teacher intervention on students' autonomous learning was analyzed.Comb the theoretical basis of related research,combine it with the teaching of Geography,so as to form a more complete theoretical system.A questionnaire survey was conducted to investigate the autonomous learning situation and the teachers' intervention,analysis of students' autonomous learning ability and teachers' involvement.Finding:1)The motivation of students' self-regulated learning is insufficient;2)Students' ability to learn autonomously is poor;3)The method of students' autonomous learning is improper;4)The way of teacher intervention needs to be improved;5)The timing and involvement of teachers need to be grasped.From the aspects of students and teachers,this paper puts forward the method and strategy:1)The goal of self-directed learning;2)Select and present materials for autonomous learning;3)Choose the opportunity to interfere in the learning process;4)Stimulate independent learning interest and motivation;5)Implementing autonomous learning,classroom evaluation;6)Self reflection,persuasion and effectiveness enhancement strategies of self regulated learning.A case study is conducted to validate the effectiveness and operability of the theoretically constructed strategies.This paper designs a case study of autonomous learning of geography chart based on the main influence on climate,feedback evaluation of case effects.Evaluation results show that:1)The teacher's intervention guides the student's learning goals;2)The teacher's intervention has raised the efficiency of classroom teaching;3)The teacher's intervention stimulated the students' interest in learning;4)The teacher's intervention trains the students' ability.