Research On The Problems And Countermeasures Of Junior Middle School Students' Learning Input

Learning engagement is the involvement of students' cognitive,emotional and behavioral state in learning,and it is an important indicator to measure students' learning quality.Junior high school is the key period for students to accumulate knowledge,and it is also the multiple stage of learning burnout.The junior high school students'learning engagement not only has a profound impact on students' academic performance and entrance,but also plays an important role in their future development and achievements.At present,some junior high school students often have the phenomenon of insufficient investment in learning,lack of initiative and enthusiasm in learning,such as truancy,weariness of learning,lack of concentration in class,which seriously affects the smooth development of education and teaching,and affects the students'academic and physical and mental development.School is the main environment for students to study and live.The school atmosphere perceived by junior high school students is an important reflection of the psychological environment of the school where students live.Positive school atmosphere can promote students to produce positive learning behavior.Academic self-efficacy is an assessment of students'self-confidence in learning ability and learning behavior,which is significantly related to learning input.At present,there is a lack of research on the problems and Countermeasures of learning engagement from the perspective of students' internal academic self-efficacy and external perceived school atmosphere.The study on the mechanism between the three is scarce.The impact of perceived school atmosphere and academic self-efficacy on learning engagement needs to be further studied.Based on this,540 junior high school students were selected as the research object,and the problems of learning engagement were found by describing and analyzing the overall situation of learning engagement,perceived school atmosphere,and academic self-efficacy of junior high school students with questionnaires and interviews.This paper explores the influence mechanism of perceived school atmosphere and academic self-efficacy on learning engagement.It takes perceived school atmosphere and academic self-efficacy as the central factors to analyze the causes of junior high school students' learning engagement problems and explore effective strategies to improve learning engagement.Based on the analysis of the results of the study,the following four conclusions are drawn:(1)The junior high school students' learning input is in the lower middle level.There are significant differences in grade,nationality and whether they are student cadres.There are many problems in the behavior,emotion,cognition and demographic variables of learning input.In terms of behavioral input,there are problems of passivity and low effort in learning;in terms of emotional input,there are problems of persistence and low interest in learning of students in grade two and three of junior middle school;in terms of cognitive input,there are problems that Korean students' metacognitive strategies are significantly lower than Han students';in terms of demographic variables,there are students of non-student cadres' total scores in learning input.And all dimensions are significantly lower than the problem of student cadres.(2)The perceived school atmosphere of junior middle school students is at the lower level,and there are significant differences in gender and grade.There is a problem that junior three students are significantly lower than junior one students in teacher-student relationship,classmate relationship,diversity dimension of development and total score.Perceived school climate has a significant positive correlation with learning engagement.Perceived school climate has a positive predictive effect on learning engagement.That is,the more positive the students perceive school climate,the higher the level of learning engagement.(3)The academic self-efficacy of junior high school students is on the upper middle level,and there are significant differences in gender,student cadres and grades.There is a problem that the academic self-efficacy of non-student cadres is significantly lower than that of student cadres.The self-efficacy of learning behavior in grade two was significantly lower than that in grade one.There is a significant positive correlation between academic self-efficacy and learning engagement.Academic self-efficacy has a positive predictive effect on learning engagement,that is,the higher the academic self-efficacy,the higher the level of learning engagement.(4)Junior high school students' academic self-efficacy is a mediating variable between perceived school climate and learning engagement.The perceived school climate of junior high school students indirectly affects learning engagement through academic self-efficacy.Based on the above conclusions,the following countermeasures are put forward:First,at the school level:(1)Schools should attach importance to building a harmonious campus culture,increase campus cultural activities,develop associations,promote students' all-round development,create a harmonious school atmosphere,enhance students' academic self-efficacy,and promote learning input.(2)Schools should adopt the student cadre rotation system in student management to enhance students' academic self-efficacy and promote their learning input.Secondly,at the teacher level:(1)Teachers should set up a student-oriented educational concept,organize teaching activities of dialogue and cooperation between teachers and students,attach importance to the maintenance of teacher-student and classmate relations,create a positive school atmosphere,promote students to study hard and increase their active learning input.(2)Teachers should adopt encouraging education methods to enhance their sense of academic self-efficacy,focusing on cultivating students'persistence and interest in learning and improving their level of learning input.(3)Teachers should strengthen the guidance of metacognitive strategies in Korean students' learning strategies and promote their learning input.Third,at the student level:(1)Students should enhance their perception ability of positive school atmosphere,consciously establish and maintain good teacher-student relationship and classmate relationship,and promote learning input.(2)Students should actively build learning communities,enhance academic self-efficacy,cultivate learning interest,enhance persistence and promote learning input.