A Study Of The Correlation Between Perceptual Learning Style,Autonomous Learning Ability And English Achievements Of Senior High School Students

In senior high school English teaching,educators advocate taking students as the main body and respecting students’ differences,including the differences of perceptual learning style.At the same time,the English Curriculum Standard for Senior High School requires teachers to take the cultivation of students’ learning ability as an important goal and attach great importance to the cultivation of high school students’ autonomous learning ability.However,the research results of scholars at home and abroad are often based on college students,and the research on this subject is mostly based on quantitative research.Therefore,this paper adopts the research method of combining quantitative analysis and qualitative analysis,based on the theory of perceptual learning style,autonomous learning and humanisim,and discusses the relationship between perceptual learning style,autonomous learning ability and English achievements of senior high school students.In this study,278 students from three grades in a senior high school in Hohhot were selected as the research objects,and quantitative analysis and qualitative analysis were adopted.With the help of interviews and questionnaires and other research tools,based on the theory of perceptual learning style,autonomous learning theory and humanistic theory,the current situation of senior high school students’ perceptual learning style,autonomous learning ability and English achievements,as well as the differences among different grades were discussed.The research specifically explores the following three research questions:(1)What is the current situation of senior high school students’ perceptual learning style?(2)What is the current situation of high school students’ autonomous learning ability?(3)What are the correlations between perceptual learning style,autonomous learning ability and English achievements of senior high school students?The results are as follows.First,among the six dimensions of perceptual learning style,the average value of students’ tactile learning style is the highest and the average value of individual learning style is the lowest.In the three grades,there are significant differences between visual and auditory learning styles.Secondly,among the five dimensions of autonomous learning ability,the dimension of understanding teachers’ teaching objectives and requirements has the highest score,and the dimension of monitoring and evaluating learning process has the lowest score.In the three grades,there are significant differences between establishing learning goals and plans and monitoring and evaluating learning process.Thirdly,there is a significant correlation between the six dimensions of perceptual learning style and English achievements.The five dimensions of autonomous learning ability are positively correlated with English achievements.The six dimensions of perceptual learning style are positively correlated with the five dimensions of autonomous learning ability.Based on the findings of this study,this paper provides some enlightenment to senior high school English teaching: First,teachers should consider students’ learning style tendency,understand and respect students’ learning style and try their best to create the best learning environment for students in teaching design.Secondly,in the teaching process,the initiative of learning is given to students,so that students can learn independently and stimulate their enthusiasm,initiative and independence in the learning process.Finally,teachers should teach students in accordance with their aptitude according to the differences of the correlation between perceptual learning style,autonomous learning ability and English achievements,so as to improve students’ English achievements and English application ability.