On Students’ Learning Behavior In Primary And Secondary Schools

Teaching behavior research is growing up in teaching theory research along with the theoretical and practical exploration of effective teaching in near50years. Theoretically, teaching behavior research should include teacher’s instructional behavior, student’s learning behavior and teacher-student interaction behavior research. However, teaching behavior research focus more on teacher’s instructional behavior and teacher-student interaction behavior than student’s learning behavior. Students’ learning burden is too heavy in current educational practice, which is an indisputable fact. Students learn more, hard and tiredly, but learn passively, badly, and unwillingly, which is related to students’ repetitive use of single, one-sided and mechanical learning behavior in a great degree. To relieve learning burden, we must carry out scientific research on and optimize students’ learning behavior. Therefore, this paper focuses on students’ learning behavior, attempts to reveal research value of learning behavior and clarify the implication of learning behavior and related concepts, puts forward an "object-operation-product" three-dimension classification framework of learning behavior, investigates primary and secondary school students’ learning behavior, their life state and developmental state, discusses the relationship among students’ learning behavior, students’ life and students’ development, and finally proposes the strategies and conditions for promoting learning behavior change. Besides the introducation and inclusion, this dissertation is divided into six chapters:Chapter1mainly reveals the inevitability and necessity of learning behavior research. This chapter first analyzes the common developmental trend of effective teaching research, instructional design research and learning style change research, pointing out that learning behavior research has become a new field of contemporary teaching research. Then this chapter expounds the theoretical value and practical meaning of learning behavior research:learning behavior should become the base and important constituent of teaching theory research, specifically, it conduces to enriching our understanding of learning, enhancing the theoretical and practical quality of teaching theory research, relieving the heavy learning burden, improving the quality of learning life, leading the change of relationship between teaching and learning, and constructing the learning-centered classroom to achieve the transformation of classroom teaching.Chapter2mainly discusses the implication and types of learning behavior. Based on the discrimination of learning behavior and its related concepts, this chapter expounds theoretical base related to learning behavior classification, and puts forward an "object-operation-product" three-dimension classification framework. In this framework, the object dimension involves "what to learn", which divides learning behavior from the objects and fields that it points to. The operation dimension involves "how to learn", which divides learning behavior from the characteristics of its operation style. The product dimension involves "how well do students learn", which divides learning behavior from the products it pursues or the function it undertakes.Chapter3mainly analyzes the current students’ learning behavior in primary and secondary schools. According to the learning behavior classification framework in chapter2, this chapter designs survey plan, applies a variety of research methods, such as questionnaire survey, classroom observation and interview, investigates students’ learning behavior types, subjectivity of learning behavior, space and time distribution of learning behavior, students’ subjective feelings of life and students’ actual developmental state. Research shows that, as far as subjectivity is concerned, students’ learning behavior, although with a level of certain subjectivity, still needs further improvement in primary and secondary schools. In comparison, the subjectivity of learning behavior of pupils, students in small-scale classes, city school students, student cadres as well as nonresident students is relatively higher. Students’ interactive behavior in classroom shows passive and dependent feature, meanwhile, normal school and rural school students’ passivity is more obvious. In terms of the type of learning behavior, symbolic learning behavior is in the dominant position, and the type of students’ assignments is mainly written ones. In comparison, there is more diversity in the learning behavior of pupils, small-scale classes and student cadres. In terms of the time distribution of learning behavior, overall, students’learning time at school is too long, and symbolic learning behavior occupies the most time of classroom teaching. In terms of the space distribution of learning behavior, students’ outdoor activities at school are less, and students are mostly confined in their seats in classroom. The classroom is too narrow for students to carry out various learning activities. In terms of students’ subjective feelings of life, students who feel happy when opening a day’s learning are small, most pupils feel fruitful when ending a day’s learning, and secondary school students’ emotion state is significantly worse than the pupils’. In terms of students’ actual developmental state, most of the students think the main harvest is their academic achievement, but most of the students who are satisfied with their academic achievement are pupils, secondary school students, especially high school students are dissatisfied with their academic achievement.Chapter4and chapter5mainly elaborate the relationship among students’ learning behavior, students’ life and students’ development. Chapter4first analyzes the formation of knowledge position of students’ learning behavior, then puts forward the reconstruction basis and content of life position of learning behavior. Based on analysis of the correlation between learning behavior and students’ development, chapter5puts forward some selection and organization strategies of learning behavior for promoting students’ effective development. Chapter4and chapter5are closely related. All-round development, lifelong development and individualized development need to start from the perspective of education returning to life, and take the cultivation of subject of life as their pursuit. Dominated by the idea of cultivating subject of life, students’ learning behavior should exist for enhancing their happy life, extend to the whole social life and social activities, and point to present life field in the reality and possible life field in the future. All these require learning behavior to change from single to diverse. The diversity of learning behavior can realize through implementing the subjectivity, ontology and selectivity in classroom teaching.Chapter6mainly discusses the strategies and conditions for promoting learning behavior change, including the overall reform in school education system and the supportive conditions coming from social system.