Research On Cultivation Strategies Of High School Students' Subjective Initiative In Chinese Learning

Today's society requires people to make continuous progress and continuous learning.The same is true for our high school Chinese knowledge learning.High school students should continue to learn,give full play to their subjective initiative in Chinese learning,and become people who can learn knowledge and skills independently,have noble sentiments and have an independent personality.At present,traditional education is still centered on teachers,overemphasizing teachers' guidance and evaluation of students,attaching importance to teachers' teaching,and ignoring the cultivation of students'subjective initiative and creative thinking.Such a teaching mode is not conducive to the growth of students,and it is difficult to adapt to the requirements of the times.The subjective and active learning of Chinese by high school students is to meet the needs of the current situation of students' Chinese learning,which can promote the change of students' thinking and the improvement of aesthetics,which is conducive to the life-long development of students,and can also promote the all-round development of the country.This research firstly explores the current situation of the subjective initiative of high school students' Chinese learning through questionnaires and interviews,and finds that there are some problems in the subjective initiative of high school students' Chinese learning,and then analyzes them.Cultivation strategy.The main body of this paper consists of three chapters.The first chapter explains the concepts related to subjective initiative and elaborates related theories.Subjectivity is the unique ability of human beings to understand and transform the world;as well as a series of purposeful and planned practical activities of understanding and transforming the world.The theories involved in this thesis include constructivism theory,discovery learning theory and humanistic learning theory.Constructivism mainly emphasizes students' active exploration,active discovery and active construction of knowledge;discovery learning theory attaches importance to students' intrinsic motivation,advocates to stimulate students' subjective initiative in teaching activities,arouse students' interest,and mobilize students' intrinsic motivation;humanistic learning Theories advocating that learning is related to individual emotions,promoting meaningful learning and paying attention to students' emotional beliefs and motivations are closely related to this study.The second chapter analyzes the current situation of high school students' subjective initiative in Chinese learning.Through the investigation on the status quo of high school students' subjective initiative in Chinese learning,it is found that some problems exist in high school students' Chinese learning:the students' ability to complete Chinese tasks independently is weak,and they are strongly dependent on the outside world;lack of Chinese learning plans and motivation,habits are arranged,and study habits are not Good;students are rarely able to creatively imagine or change their thinking flexibly,and it is difficult to come up with unique and novel ideas;there is little communication between students,and they rarely reflect and summarize after learning.Teachers do not pay enough attention to students,and sometimes the content of lectures does not match the cognitive level of students,giving students less time for autonomous learning,and most of the evaluation of students is based on Chinese scores.Parents sometimes pay too much attention to grades,pay little attention to their children's psychology,and communicate less with their children,often ignoring their children's subjective wishes and putting pressure on their children.The factors that affect the subjective initiative of high school students in Chinese learning are:student factors are the lack of independence of Chinese learning;lack of initiative in Chinese learning;lack of creative thinking in Chinese learning;problems in Chinese learning habits and lack of interaction and reflection.Teachers' factors are that teachers lack cognition and action to cultivate students' subjective initiative;lack of grasp of learning situation;less time and space for students to learn independently and single evaluation method.The main factor in the family is the lack of communication between parents and their children,which brings psychological pressure to the children.The third chapter puts forward the strategies for improving the subjective initiative of high school students' Chinese learning.First of all,in terms of students,it can cultivate students' independence in Chinese learning;cultivate students' initiative in Chinese learning;cultivate students' creative thinking in Chinese;cultivate good Chinese learning habits;and encourage students to interact with classmates and reflect and summarize.Secondly,the requirements for teachers are to strengthen the cognition and action of cultivating students' subjective initiative;to master the learning situation to make teaching more targeted;to give students more time and space for autonomous learning;to conduct diversified evaluations on students.Finally,parents should communicate with their children more,pay attention to their psychological state,correctly view their children's language learning performance,carry out encouraging education,encourage children to participate in language activities,and relax appropriately.Home and school should also cooperate to create a good learning atmosphere for children.Teachers,students and parents should pay attention to students' subjective initiative in Chinese learning,let students improve themselves,and promote the group of high school students to move towards the goal of improving Chinese learning performance,learning Chinese well,and using Chinese well,so as to promote the improvement of high school students' core Chinese literacy,to cultivate outstanding talents for the motherland.