Research On Students' Effective Learning Under The Background Of Small-Sized Class Teaching In Colleges And Universities

Effective learning is based on the perspective of students,it is a kind of le arning that students pursue depth,emphasize understanding and value meaning b ased on the inherent needs of self-development.Focusing on students' effective l earning can better help colleges,teachers and students to evaluate the quality o f talent training,which has become one of the focuses of research in the field of pedagogy in China.With the expansion of colleges and universities in Chin a,the class size of colleges and universities has been expanding.In traditional l arge class teaching,teachers have always adopted the teaching method,which makes it difficult to mobilize students' enthusiasm for learning and affects learn ing efficiency,resulting in the increasingly prominent quality problem of talent training in Colleges and universities.Since its establishment,C College of L Un iversity has carried out a series of changes in infrastructure,curriculum constru ction and classroom teaching around small-sized class teaching on the basis of controlling class size,which has stimulated students' internal learning motivatio n.Students have actively started high-level thinking,explored and applied in-de pth learning strategies.Students' education value-added is significant and effectiv e learning occurs frequently.Therefore,it is of great practical significance to ex plore the effective learning of the students in C College for deepening the pra ctice of small-sized class teaching in C college,promoting the reform of small-sized class teaching in the whole school,guiding the students to carry out effective learning,and promoting the cultivation quality of all kinds of innovative talents.Article uses CCSS questionnaire(2015 edition)as a research tool to cond uct an empirical study on the effective learning of C college students in L Uni versity.Effective learning is not an intrinsic component of CCSS-2015.Therefore,according to the survey data,first of all,the original indicators of the question naire related to students' own input of effective learning activities are analyzed by exploratory factor analysis to build effective learning measurement indicato rs;Secondly,horizontally compare the overall effective learning average score of C college students with the average score of each factor and the classification status based on the individual differences of students;Vertically analyze the ch ange trend of the whole and each factor of effective learning of C College Stu dents;Finally,using correlation analysis and multiple regression analysis to exp lore the factors that affect the effective learning of C college students in small-sized class teaching.Under the background of small-sized class teaching,the main achievements of C college students' effective learning are as follows:(1)Stimulating the inn er potential to promote the all-round development of students;(2)Paying attent ion to the education process to promote fairness in educational results;(3)Dee pening teaching reform to promote students' long-term progress;(4)Good peer interaction to develop students' deep learning;(5)Effective teaching practice t o activate internal learning motivation;(6)Strong mechanical industry support t o ensure students' growth and development.However,there are also the followi ng difficulties:(1)Lacking of subject participation to hinder effective learning behavior;(2)The lack of humanistic spirit leads to insufficient science classroo m vitality.On this basis,combined with the interview data of students,this pape r summarizes the beneficial enlightenment of promoting students' effective learn ing level under the background of small-sized class teaching from three aspects:the support at the college level,the guidance at the teacher level,and the eff orts at the peer level:the Support at the university level:(1)properly controllin g the class size,promoting the fairness of the education process;(2)strengtheni ng the school software construction,enhancing the academic support;the guidanc e at the teacher level:(1)carrying out effective teaching practices,guiding effective learning;(2)enhancing good teacher-student interaction,building a harmonio us teacher-student relationship;(3)strengthening the cultivation of humanistic s pirit,stimulating the vitality of science classrooms;(4)According to the individu al differences of students,Selecting the optimal promotion strategy;the efforts at the peer level:(1)Actively engaging in peer interactions,building healthy peer relationships;(2)Improving classroom active participation,increasing effective behavior investment.