The Status Quo And Guiding Strategies Of Rural Junior High School Students' Independent Learning

Self-regulated learning is a common concern of current educational researches both at home and abroad. Under the background of new curriculum reform, researches in this field are continuously developing and resulting in my inspiring achievements. However, the researches aiming at students' self-regulated learning in rural middle schools are relatively few. At present, rural education are faced with various severe plights, such as dual structure of city and countryside, poor faculty, aggravating drain of good students, leftover children problems, and so on, all of which make it practically quite significant to study self-regulated learning in rural areas.This thesis employs such research methods as literature, questionnaire, interview, observation, etc. With K middle school as an example, this thesis analyzes the status quo of self-regulated learning of middle school students and reaches a conclusion that there are many problems among rural middle school students in their English study. Generally speaking, they have a low motive of learning, and their metacognition is not fully developed. Also, they have low learning abilities and couldn't make good use of various learning resources. Many reasons are responsible for these problems, some of which are inherent and couldn't be changed in a short period. Taking the practical conditions of rural education into consideration, the author believes that the most important reason is students' lack of guidance from teachers in their English classes. To promote students' self-regulated learning in rural middle schools, teachers should enhance guidance to their students in English classes. To be more concrete, four strategies could be used by English teachers:First, conducting students to enhance their motive of self-regulated learning. To guide Students to Strengthen self-efficacy and strengthen the confidence of study. To guide students to further understand the value of learning;To guide students to reinforce learning motivation; To guide students to feel the joy of learning;To promote the formation of positive feelings.Second, conducting students to use metacognition strategies in English learning. Guiding students to set up the consciousness of goal and make learning plans; Instruct students to monitor and control their own learning; Instruct students to evaluate and improve their learning.Third, conducting students to improve their English learning ability: To guide students to strengthen their ability of listening speaking reading and writing.Fourth, conducting students to make full use of learning resources. Learning the guiding strategy of time management strategies ?environment management ?self-motivation ?emotion management and academic help seeking.Due to the relatively few research findings for reference, as well as the limited capability of the author in selecting research case and theory analysis, there must be some limitations in this research, and it could be further completed in subsequent researches.