Classroom Reflective Learning Guides Research

The aim of modern teaching has shifted from the traditional knowledge imparting to the development of learners' core competences,whose development needs to move away from cognition that only depends on ontological knowledge and towards practical activities.Therefore,the research perspective has shifted from the individual cognition of psychology to the social interaction of anthropology,which highlights the structuralism of meaning in teaching.In the context of socialized participation,teaching constructs not only knowledge,but also people themselves.Learning focuses more on the process of constructing the meaning than the acquisition of knowledge,and it moves towards interaction in a social context.Classroom,as an important learning situation,is bound to go beyond the state of individual knowledge memory,and be transformed into a learning field in which learners realize comprehensive development in the participation of learning community.This study of guidance of classroom reflective learning comes from the misunderstanding of the teaching aim--instructing the learning of scientific knowledge rather than cultivating humanity.Scientific knowledge learning is passive,mechanical and imitated,and focuses too much on what students learn instead of how they learn and developing of their basic personalities.Humanity education cannot leave practice and practice is reflective.The aim of this study is to lay the foundation for cultivating subjective personality through how to guide students' reflective learning in class from two aspects:how to learn deeply and meaningfully;how to "learn to learn"in order to achieve lifelong learning and development for meeting the requirements of the times.In this study,the literature research method is used to comb,inherit and absorb the relevant research of predecessors.Then the method of theoretical speculation functions to conclude and synthesize the former theoretical results,and deduct the basic theoretical premises of this study.Thirdly,the case study method is applied in practice,in which the theory and guidance model of reflective learning have been examined,corrected and revised in elementary education class for many times to prove the validity of this study.Five questions are answered in this study,which are:What is the classroom reflective learning and what is the guidance of reflective learning?Why should we reflect in learning?What internal factors and external conditions does the guidance of classroom reflective learning need?What does the classroom reflective learning guide?How will teachers guide students' classroom reflective learning?The results are as following:First,concepts of classroom reflective learning and its guidance are clarified.Classroom reflective learning refers to a "rational" and "wise" form of learning to achieve self-development in the past and present transcendence in classroom.In the experiential activity learning situation where intelligence and affect are included,learners confirm their learning aims and context by reviewing and checking the indicative actions and always keep finding the structured activity process of the relation of self,knowledge logic and social practice in reflection in action,and it is motivated,instructive,continuous,and indirect.The guidance of reflective learning is the guiding of students' reflective learning activities in the classroom,and its operating structure is a dynamic structure,which is the juncture between the reflective learning funded by situation supply and the effectiveness of guiding and monitoring.The necessity of carrying out classroom reflective learning and its guidance is not only the requirement of the current education for the all-round development of people,but also the demand of the transformation of teaching methods.Humanity education is not only the task for ontological knowledge to undertake,but also a multidimensional and common responsibility to form public goodness,including emotion,cognition,will and behavior that involved in the whole practice.Therefore,education is the double helix formation of individual and society,organization order and spontaneous order based on action;curriculum knowledge transforms from immutable essence to knowing the process of forming in action;reflective learning is a state of infinite transcendence.The supporting conditions of classroom reflective learning and its guidance consist of internal factors and external conditions,which mainly include the subjects of classroom reflective learning and the subjects of guidance.The factors of the subjects of reflective learning include brain,emotion,positive cognition,and time guarantee.As the subjects of guidance,teachers are influenced by three factors:the conceptual premise and transformation of roles;updating of their ability structure;requirements for higher personality and drive.Learning situation is a learning field that reasonably organizes and forms activities to promote knowledge socialization and realizes creation mechanism.The differences of subjects result in the different forms of reflective learning and the different guiding methods.The modern technology applied in class teaching makes it an important condition of classroom reflective learning.It functions like providing instructions and promoting the interaction between learners,visualizing knowledge concept and application situation,and widening the access to information collection and use to assist form comparative,critical reflection learning.The category of classroom reflective learning guidance already contains the dimension of how to guide reflective learning and it covers three perspectives,which are the guiding of the forms,including descriptive,comparative and critical reflective learning;the guiding of the contents,including emotion,cognition,action and society;the guiding of basic fields of reflective learning in a learning two-dimensional structure of diachronic and synchronic.The reflective learning in the classroom guidance needs some basic principles and models.The guiding principles are the principles of reflective learning in action,which are situational,dynamic,holistic,transformational,motivated and social.The"experience--meta-experience double helix structure" classroom guidance model of reflective learning is humanity-social orientation and its basic procedures include construction of database,establishment of learning objectives,self-adjustment,individualization of principles,and the expansion and transfer.At each stage,the appropriate guiding strategies are discussed in the process of reflective learning.