Research On The Cultivation Strategies Of Learning Literacy For Junior High School Student

The era of "knowledge society" in the 21 st century means the transition from"academic society" to "learning power society",and it is necessary to cultivate "lifelong learners" with "Key Competencies" who can cope with the challenges of the new era.With the deepening of the new curriculum reform,the development of students’ Key Competencies has become a popular research topic in the field of basic education in China.The newly revised Compulsory Education Curriculum Standards clearly points out that the goal of the curriculum reform is "focusing on literacy".As one of the six core qualities in the framework of Chinese students’ development core literacy,Learning to learn,is composed of information literacy,learning literacy,and diligent reflection,which are the keys for students to achieve lifelong learning and all-round developments.Therefore,it is necessary to study students’ "Key Competencies.In this study,the theories related to the learning key competencies of junior high school students were sorted out through literature research,and questionnaire evaluation dimensions based on relevant theories were determined.Learning power was set up into three first-level dimensions,namely,being happy to learn and good at learning,information awareness and being diligent in reflection,which were further divided into several second-level dimensions.Then a questionnaire was designed to investigate in junior high school students from three representative middle schools in X District of Chongqing.This study mainly consists of the following four parts.First of all,make a survey about the status of junior high school students which learn to grasp of learning literacy.In order to master the current situation of the learning literacy of junior high school students,we designed a questionnaire and conducted a sampling survey.Through the questionnaire survey on the current situation of the learning literacy of junior middle school students in three representative middle schools in X District of Chongqing,the results show that the learning literacy of junior high school students is at the basic qualified level with an average of 3.82 in total,which means that the development level of the learning power of junior high school students is not ideal.In addition,analysis the internal differences of junior high school students’ learning to learn in literacy in detail.The specific situations are mainly as follows: first,the dimensions of learning literacy are ranked from high to low as information awareness,good learning and diligent reflection,among which the highest is information literacy,which indicates that most students have a certain amount of information awareness.The quality of good learning is in the middle position,because the overall score is low,which indicates that it is not ideal in good learning.The score of diligent reflection was the lowest,indicates that the reflective literacy of the surveyed junior high school students was the worst.Second,the internal differences of learning literacy are obvious.On the one hand,It is relevant to the differences of gender、origin of students,、students’ favorite subjects and favorite teachers and so on.On the other hand,there is no positive correlation between parents’ educational level and children’s learning quality.Next,discuss about the problems and reasons of junior high school students’ learning literacy.From the survey of junior middle school students’ learning literacy,it is found that there are some problems in the current junior middle school students’ learning literacy,such as diligent reflection literacy,low learning literacy,and basically qualified information literacy.At the same time,according to further analysis of the reasons,we may mainly include as follows: First,they are not strong in learning consciousness and lack of active learning willingness;Second,They are lack of planning in learning and unable to make clear learning objectives and plans independently;Third,they are lack of learning methods,it is difficult to find their own learning methods according to their own characteristics or task an,it is also hard to organize and arrange their own learning;Fourth,the ability of self-regulation of learning is still in a partial and low-level stage,and it is difficult to reflect 、 evaluate and regulate their own learning process and results in time,so as to achieve the ideal learning effect.Finally,it discusses the main strategies to improve the learning quality of junior high school students.Based on the perspective of lifelong learning and subjectivity theory,this paper puts forward several specific strategies to cultivate the learning literacy of junior middle school students: Firstly,it is about the strategies to improve the quality of diligent reflection: the first is to guide students to understand the importance of diligent reflection;The second is to create environment conditions to promote students’ learning reflection;The third is to exercise students’ ability of learning reflection through attribution summary;The Fourth is relevant to their parents,who need to be a demonstrator in diligent reflection.Secondly,it is about the strategies to improve the quality of good learning: the first is to guide students to understand the importance of learning literacy;The second is to play the positive role of classroom in promoting happy and good learning;The third is that parents need to be the leader of good learning;The fourth is to stimulate students to study independently.Thirdly,the strategies to improve the level of information awareness literacy: The first is to guide students to understand the significance of information awareness literacy;The Second is to improve teachers’ demonstration to promote students’ information literacy;The third is to improve students’ information literacy by multi-media teaching;The fourth is that parents need to be partners in improving students’ information literacy.