An Investigative Study On The Application Of English Learning Strategies Based On The New Curriculum Standards In Junior High Schools

According to the the New English Curriculum Standards,teachers should consciously help students to gradually form their own learning strategies and to constantly adjust their learning strategies.However,under the background of New Curriculum Standards,in English teaching classes of many junior high schools in China,teachers are not paying enough attention to the cultivation and the application of students' learning strategies.Therefore,it is necessary to strengthen the relevant study in this regard.Based on Constructivism Learning Theory,Information Processing Theory and Adaptive Control of Thought Theory,this study aims at exploring the application of junior high school students' English learning strategies under the New Curriculum Standards.It attempts to cover the following two aspects:Question 1.What is the current situation of the application of English learning strategies in junior high school students based on the New Curriculum Standards?Question 2.Is there any correlation between the students' English learning strategies application and academic performance? If so,what is it?The author selected 272 students from six classes randomly from the Grade 9of No.5 Middle School in Gu'an County as the subjects investigated,and collected data by means of questionnaire,test,and interview.The results are analyzed by SPSS software.The findings are as follows: Firstly,from a general perspective,the application of learning strategies is at a medium level based on the New Curriculum Standards.The learning strategies used by junior high school students cover all dimensions,but there are differences in the frequency of using different dimensions of learning strategies.Concretely,the use of resource strategies is the best,while the use of communication strategies is the worst;secondly,there is a significant medium positive relationship between learning strategies and academic performance.Specifically,the correlation between cognitive strategies and academic performance isthe highest,and the correlation between resource strategies and academic performance is the lowest.This study draws inspiration from it and puts forward suggestions for junior high school English teaching.