Research On Cultivation Of Reflective Learning Ability To Junior Middle School Students From The Perspective Of Constructivism

With the development of society and the times,education is more and more inclined to the requirements of students’ ability,especially the reflective learning ability.Only in this way can we meet the development needs of society and individuals.As a part of the school curriculum,English subjects,whether it is based on the requirements of human cultivation or the needs of subject learning,it is urgent to cultivate students’ reflective learning ability.The 2017 version of "Compulsory Education English Curriculum Standards" clearly proposes the development of junior high school students’ autonomous learning ability,requiring students to have reflective learning ability.In the current junior middle school English teaching,teachers pay attention to the teaching of students ’knowledge and ignore the cultivation of students’ learning ability,and students can not learn effectively by themselves.Students’ reflective learning ability can enable students to effectively realize their own cognition,and constantly adjust and improve in cognition to achieve autonomous learning.This research is based on constructivism and studies the cultivation of students’ reflective learning ability.It aims to solve the following three problems:1.Why should we cultivate students’ reflective learning ability in junior middle school English teaching;2.How to cultivate students’ reflective learning ability in junior middle school English teaching;3.To what extent does the cultivation of reflective learning ability meet the requirements of Compulsory Education English Curriculum StandardsThe researchers took 53 students from a middle school in Handan,Hebei Province as the research object,and conducted a two-month action research.This action research is guided by the view of learning,knowledge,and teaching of constructivism,and combines the characteristics of individuality,development,cooperation,and autonomy of reflective ability to conduct teaching research.It is divided into pilot research and first-round action research.Andthe second round of action research,the pilot study used questionnaires to investigate the subject’s reflective consciousness and reflective ability,and laid out the plan for the first round of research.The first round of action was evaluated,and the second round of action research was based on the first round of adjustments to the plan,and interviews and score test sheets before and after the second round of research were used for evaluation.The research found that: 1.According to the survey of the current situation,the reflective learning ability of junior high school students does not meet the requirements of the outline,which hinders the learning of junior high school students.The reflective learning ability of junior high school students should be trained;2.Based on construction The junior middle school English teaching emphasizes the students ’original knowledge in classroom teaching and designs teaching activities on the basis of it.At the same time,it encourages students’ self-evaluation to cultivate the reflective learning ability of junior middle school students;3.After three months of construction-based The junior middle school English teaching has improved the reflective learning ability of the junior middle school,which can meet the requirements of the outline: the students’ English performance has been improved,and the self-knowledge in the learning has been strengthened;the students are more actively involved in the learning process To gain more sense of learning achievement.According to the research analysis,the researchers put forward several suggestions on the cultivation of junior middle school students’ English reflection ability: 1.Guide and inspire students to discover the connection between new and old knowledge,establish and strengthen the integrity and practicality of knowledge.2.Help students understand themselves and their own characteristics.3.Set up scenarios to enable students to understand the need for learning and integrate into learning more quickly 4.Create opportunities for cooperation.