Influencing Factors And Intervention Studies Of High School Students' Language Learning Strategies

As one of the important factors that affect academic performance,learning strategy plays an important role in the Chinese learning of the senior high school students.Meanwhile,students usually experience various academic emotions during the Chinese learning,which also affect on the academic achievement.Thus,this study used the learning strategies of Chinese language in the senior high school as the object,and was carried out through analysis of the relationship among Chinese learning strategies,academic emotions and academic achievements.We aims to explore the characteristics of Chinese learning strategies of the senior high school students,and also aims to analyze whether the study of Chinese learning strategies have a predictive effect on the academic emotions and academic achievements,and whether the academic emotions play a intermediary role between the learning strategies and academic achievements.In this study,we firstly conceived a questionnaire of Chinese learning strategies for the senior high school students after literature reviewing,and then investigating the current situation of the high school Chinese learning strategies,analyzed the relationship among Chinese learning strategies,academic emotions and academic achievements based on the questionnaire.Finally,we designed a group of intervention methods to improve the development of Chinese learning strategies and analyzed the intervening effects on the Chinese learning.The results are as following:1.Our questionnaires on the Chinese learning strategies of the high school students have three parts including metacognitive strategy,resource use strategy,and cognitive strategy.A total of 31 projects with the 5-grade marking system were designed.The questionnaires are reliable and valid,which can be used as an effective tool to evaluate the Chinese learning strategies of senior high school students.2.Although the Chinese learning strategies of high school students scored moderate,their academic emotions were experienced,and the positive emotions scored significantly higher than the negative emotions.3.The gender differences were significant on the Chinese learning strategies especially on the knowledge deduction and intersensory reading,but the gender differences in the academic emotions were not significant.The grade differences were significant on the Chinese learning strategies,especially on the basic cognitive strategies and literature appreciation.Grade one students scored higher than grade two or grade three,and there was no difference on the basic cognitive strategies and literature appreciation among the grade two and grade three.4.There was a positive correlation between the various dimensions of Chinese learning strategies,and Chinese learning strategies correlated to the positive academic emotions positive correlation,not the negative academic emotions;The academic achievements correlated to the various dimensions of Chinese learning strategies,the positive academic emotions,not the negative academic emotions.5.Positive emotions in Chinese learning strategies have seven dimensions including reflection control,program control,resource utilization,basic knowledge,cognitive deduction,literature appreciation,multisensory reading,which was shown to have a full mediated effect on the academic achievements.6.The team counseling in the class had a significant effect on the Chinese learning strategies of high school students.