A Study On The Impact Of Middle School Students' Reflective Learning Ability On Their English Academic Achievements

The English Curriculum Standards for Compulsory Education(2011edition)clearly puts forward that students should take the initiative to participate and be willing to explore in the process of English learning.Through independent,cooperative and exploratory learning methods,students' ability to handle and solve practical problems can be developed,and their ability of self-learning and cooperative spirit can be cultivated.With the continuous development of society and the continuous deepening of new curriculum reforms,the ultimate goal of education is no longer to teach students knowledge,but to teach students how to learn.The purpose of reflective learning aims at guiding students to learn how to learn.It can not only cultivate students' critical spirit and innovative consciousness,but also improve students' independent learning ability and lifelong learning ability.Therefore,it is of great significance to explore the influence of reflective learning ability of middle school students on their English academic achievements to improve their English academic achievements and develop students' independent learning ability.Based on the Constructivism theory and Metacognition theory,this study selected students from two classes of Grade Seven in a rural junior high school in Shangqiu city,Henan province as the research object.Class 701 was the experimental class,Class 702 was the control class,and the two classes were taught by the same teacher.This study combines quantitative research with qualitative research.The quantitative research includes Kember's questionnaires to measure students' levels of reflective learning and English tests.Qualitative research includes students' reflection weekly diaries,wrong question sets and interviews.During the first four weeks of the teaching experiment,the researcher conducted a questionnaire survey on seventy students and collected the pre-test data of their English academic achievements.Starting from the fifth week,the researcher conducted conscious reflective learningtraining in the experimental class.After the teaching experiment,the researcher collected questionnaires and post-test data of English academic achievements in two classes,and interviewed five students randomly selected from the experimental class to understand the changes in their reflective learning ability.Finally,the researcher used the independent sample T test,paired sample test,correlation and linear regression analysis in SPSS software to explore the influence of the reflective learning ability of middle school students on their English academic achievements.The results show that:(1)the reflective learning ability of middle school students is not very optimistic;(2)after the teaching experiment,compared with those of the control class,reflective learning ability and English academic scores are significantly improved in the experimental class;(3)after the teaching experiment,the improvement of reflective learning ability of middle school students has a positive impact on their English academic achievements.Based on the above results,the researcher also got some teaching inspirations:(1)Reflective teachers are conducive to cultivating students' reflective learning ability;(2)Correct understanding of reflective learning is conducive to cultivating students' reflective learning ability;(3)Using a variety of reflective learning strategies is conducive to cultivating students' reflective learning ability.In addition,the researcher found some deficiencies in the process of investigation and research,and put forward some suggestions for follow-up investigation.