The Research Of Note-taking Method Application In Junior Highschool In English Learning

From the perspective of cognitive psychology, learning strategy is an important part of information processing, and note-taking strategy belongs to a kind of learning strategies. Making notes is a process of saving; processing and sorting information, and we can also use these records to understand our knowledge in the future learning. The auxiliary function of taking notes can effectively improve the learning ability.Taking notes is common in high school education, especially in English learning for middle school students. The note-taking strategy has become a commonly used learning strategy in junior high school. Students use these notes to remember knowledge and information that are from teachers. It can help the students consolidate the new knowledge and the old knowledge. It can also help the students review the knowledge before the exam.Although both the teacher and the students think the note-taking strategy is helpful for learning, they still cannot be sure whether note-taking can really help the students. And what is the effective note-taking strategy? This phenomenon proves the feasibility and necessity of note taking strategy.This study is aiming at this problem. This paper mainly studies the use of the note taking strategy, in current situation of English learning in junior middle school. With the theory of educational psychology and the two-language acquisition as the basis, give the corresponding suggestions according to the influence factors of English note-taking strategies of junior middle school students.Focus as you can see, through the class notes strategy investigation and experiment, there are some differences between the key class and parallel class,among which the content of notes is the most obvious. In the use of the note taking strategy aspect, there are also some differences between the boys and girls. Among them, the attitude of taking notes is the most obvious. The content of notes and the attitude of taking notes reflect the students’ cognitive level and autonomous learning ability. In addition, there are many factors influencing the notes, such as the ability of distribution attention, the speed of taking notes etc. These problems have not been solved. At the same time, students do not use notes that they made before. Obviously, how to make the notes more valuable also becomes a problem to be solved. The other results indicated that teachers are learning instructors. They should improve their guidance ability, especially in note-taking. But now, they are not fully aware of this problem.Through the above status study of the notes using in learning process, teachers can be more profound understanding the problem, understanding the individual differences of students’ notes. Teachers can improve the teaching strategies to solve the problems, and put forward effective methods and advice about learning of notes. They can help students to allocate attention, and improve students’ autonomous learning ability. This research has two significant aspects of theory and practice; it not only can promote the development of the teaching career, but also can contribute to the English teachers’ teaching strategies.