A Study On The Correlation Of Senior Middle School Students' Reflective Learning Ability And Their English Achievement

In 2014,the Entrance Examination Reform Office held a press conference to formally publish the opinions about the reform of college enrollment.In the conference,the experts put forward the implementation that the English exam should be held twice a year.This is the first breakthrough in the traditional college entrance examination system,which is called “a test for life”.For students,this reform is an opportunity,as well as a challenge,because it requires students to have a strong ability of autonomic learning.As one of the autonomic learning methods,the reflective learning has a deep influence on the improvement of students' autonomic learning ability,and profoundly influence students' English achievement.Besides,senior middle school period is the crucial time to teach students learning strategies and enhance their learning ability.Therefore,the author selected senior middle school students as the subject of the research,exploring the relationship of their reflective learning ability and their English achievement.The author selected two classes' students of Songzi First Middle School as the research subject.Of the two classes,one is experimental class,and the other is the control class.And the two classes share the same English teacher.In this thesis,the author used quantitative research method and qualitative research.About quantitative research,the author used the questionnaire “Measuring the Level of Reflection” by Kember et al,and English tests.And the qualitative research methods include an interview.Firstly,the author tested and questionnaired students of the two classes before the study to know their current reflective learning ability.Then under the guidance of the English teacher,the students from experimental class took three-month training of reflective learning strategies,while the students from control class learned in the original way,namely students learned what teachers taught.They were the passive learners.Three months later,students of the two classes had an English test and took the same questionnaire once again.Besides,the author interviewed 10 students from the experimental class at random,so that we can know the changes of their understanding about reflective learning.Finally,the author used SPSS 15.0 to analyze the data of the questionnaires and tests.The results are as follows: 1,after the research,the students from experimental class got higher marks than those from control class;2,after the research,the students from experimental class got higher marks than before,which indicated that high school students' reflective learning ability and their English achievement have significantly positive correlation;3,the research data showed that the students' English achievement had different correlation with the four levels of reflective learning ability.According to the results,the author analyzed the reasons of the different correlation between the English achievement and the four levels of reflective learning ability,and also put forward some proposals for teachers and students in the hope of improving the teaching and learning quality.The thesis includes seven parts:(1)introduction.In this part,the author discussed the research background,research purpose and research significance of the thesis,as well as the layout of the thesis;(2)literature review,in which the author illustrated the definition,content and characteristics of reflective learning;(3)theoretical knowledge of reflective learning,namely meta-cognitive strategy and structuralism;(4)research design.In this part,the author illustrate the research questions,hypothesis,purpose,subject,methods and process;(5)research results and analysis;(6)discussions and suggestions according to the correlation analysis;(7)conclusions of the research findings,noting the limitations and the research trends.