A Study Of English Reflective Learning Of Senior High School Students

Under the tide of the new round of curriculum reform of basic education,reflective learning has been paid more and more attention from teachers and students.In the current teaching practice,most students lack the awareness of self-control,thus relying on their teachers entirely.English Reflective learning,a new learning method,not only emphasizes students' independent participation and pays tons of attention to the students' independent thinking ability,but also can boost students' core competence of English discipline.At present,many scholars at home and abroad have studied the current situation of English reflective learning,but the research subjects are mostly college students,and scarcely involve senior high school students.Therefore,this study takes senior high school students as the main research subjects,aiming at investigating the current situation of English reflective learning of senior high school students,and putting forward corresponding countermeasures to the existing problems.Through qualitative and quantitative analysis,this thesis selects 255 senior high school students(Grade one: 106;Grade two: 149)and six English teachers from grade one and grade two of a senior high school in Yantai as the research subjects,and uses questionnaires and interviews as the research tools.Under the guidance of metacognitive theory and constructive learning theory,this thesis studies the current situation of English reflective learning of senior high school students.This study makes an in-depth analysis of the following questions:(1)What is the overall situation of English reflective learning of senior high school students?(2)What are the significant differences of English reflective learning among different grades?(3)What are the potential factors affecting English reflective learning of senior high school students?By analyzing data onto the questionnaire and the contents of interview with the help of SPSS 25.0,the following conclusions were presented orderly and clearly:1.The overall level of English reflective learning of senior high school students is not high.First of all,students lack active awareness and habit of English reflective learning.Second,students do not reflect on the English learning contents systematically and roundly.Third,students overly rely on teachers.Fourth,for senior high school students,they can't apply the English reflective learning methods scientifically.Fifth,the effect of English reflective learning is not evident.Finally,the students lack guidance from teachers for English reflective learning.2.There exist some differences in English reflective learning among different grades.First of all,through investigation,there is no significant difference in the three dimensions of reflective contents,methods and effect among all grades.What's more,there are significant differences in students' attitudes towards English reflective learning and teachers' guidance of English reflective learning among all grades.In terms of reflective attitude,students of grade two pay more attention to English reflective learning than those of grade one.In the contents of reflection,there is no significant difference in the reflection of English learning goals,processes,and outcome between the students in grade one and grade two.In the reflective methods,the students of grade two pay more attention to using the method of communication to reflect on English than those of grade one.In terms of the effect of reflection,compared with the students in grade one,the students in grade two think that English reflective learning is more helpful to cultivate English learning habits and interests.On the guidance of teachers,teachers in grade two pay more attention to guiding students to reflect than teachers in grade one.3.The main factors affecting senior high school students' English reflective learning are as follows: First of all,students do not fully realize the value of reflective learning in English.Second,students' reflective perseverance is insufficient and their study pressure is higher.Third,students' reflective method is relatively single,and they don't apply the reflective methods scientifically and effectively.Fourth,students do not reflect deeply on the English learning contents.Last,teachers' guidance is deficient on students' English reflective learning.Based on the findings,the specific countermeasures are proposed as follows: firstly,senior high school students should improve initiative and consciousness of English reflective learning,for example,the school can hold lectures of reflective learning to help them.Secondly,a kind of comprehensive reflection is advised to them,such as setting up reasonable learning goals.Thirdly,students should use English reflective methods effectively to improve thinking process,such as mind map and reflective logs.Fourthly,students are welcomed to boost their motivation and perseverance by filling out the form of thinking questions for a long time,so as to improve the effect of English learning.Last but not least,teachers should enhance their guidance in cultivating students' English reflective learning ability so that students can meet the challenge and enjoy the opportunities from the whole society.