On Learning Guidance For Chinese University Students

Study reform has become a trend for the educational reform in various countries as well as an intrinsic demand of China's ever-deepening higher education reform. Meanwhile, it is a building block of learning society and lifelong studies, which indicates the regression of educational essence. As the most fundamental method for study reform, learning guidance for college students is an effective approach to facilitate teaching reform. Study of the learning guidance for college students mirrors the essence of education and the philosophy of subjectivity education and reflects a new concept of teaching reform that focuses on learning how to learn, which is conducive to improving students' learning ability as well as fundamentally promoting construction of study style. and comprehensively enhancing educational quality.Different from prior ideological and administrative perspectives, the paper discusses and analyzes the learning guidance from students' angle by introducing process philosophy of education and post-modern education theory. It principally discusses content and methods of learning guide to college students with regard to factors that influence their cognition and operation in learning and how to deal with them by applying methods such as literature review, experience summarization and comparative analysis.The whole paper is divided into five parts. The first part introduces the background of topic selection, the significance of this study as well as the basic approach and structure of this study, and also brings forward the necessity for and importance of such a study. The second part gives definitions of study essence and study guidance. While defining the purpose and meaning of the learning guidance, this part summarizes theories with regard to learning guidance, especially the process education philosophy and the teaching theory under its influence, with the intent to endow researches and discussions about guide research with strong theoretical support and wide academic field of vision. The third part analyzes the problems existing in learning guidance of Chinese undergraduates and points out the urgency to enhance learning guidance by comparing learning guidance practice of undergraduates at home and abroad, and then suggests the development trend of our country's learning guidance. The fourth part, from the aspects of cognition and operation, elaborates on the contents and forms of learning guidance for Chinese undergraduates and discusses about five major contents that learning guidance should include and several adoptable forms, and it notably attaches much importance to assumption of learning guidance based on the forms of inquiry, communication and activity. The last part brings forth some thoughts and constructive suggestions regarding learning guidance and forecasts the prospect of student-oriented learning guidance under the post-modern education theory, in the hopes of propelling the sustainable development and innovation of learning guidance for Chinese undergraduates.