Pupils' Effective Classroom Learning And Its Teaching Intervention

Based on related research findings at home and abroad, this thesis introduces basic theories about effective learning of primary school pupils, a survey is also made about current situation of learning efficacy, and teaching intervention strategies are proposed for pupils' effective learning as well.On the basis of pupils' existed knowledge, effective classroom learning can help them to enrich knowledge storage, to participate actively in classroom activities, to use learning strategies effectively and to achieve positive results. The external causes to pupils' effective learning include appropriate learning tasks, explicit learning contents, timely feedback and harmonious environment. The interior conditions involve necessary elementary knowledge, certain supportive ability and a desire of active involvement. Basic features of pupils' effective learning consist of active involvement, concentration, active participation, strategy use and comprehension. The strategies needed for pupils' effective learning are mainly as follows: preparation, concentration, prediction, clear thought, keen observation, memorization, thorough understanding, co-operation, doing class work and seeking help.Data collected by questionnaire which has been handed out to 1270 pupils displays that the levels of pupils' effective classroom learning are of approximately normal distribution, that there is no significant difference among pupils' effective learning in different grades, and that there exists significant difference among pupils' effective learning of different gender and seating places in the classroom. Findings of observation studies about 212 pupils are as follows: the efficacy of pupils' classroom involvement is generally satisfactory; distraction, talking freely and blank stare are main forms of non-involvement; the degree of involvement in the afternoon is significantly lower than that in the morning; the degree of female's involvement is significantly higher than that of male's; there exists no significant difference among pupils' effective learning of different grades and seating places in the classroom.The researcher strongly suggests that teachers should not only guide pupils to participate in classroom learning actively, to use learning strategies flexibly but pay attention to understand and accept the difference of pupils' classroom learning as well.