A Research On The Construction Of The Core Literacy Index System Of "learning To Learn" For High School Students

Core accomplishment is the key character and necessary accomplishment for personal development and social progress.Its cultivation process penetrates into the education stage of students of all ages.The “learning to learn” core literacy is an important part of the independent development of Chinese students’ core literacy.The focus is on the development of students’ knowledge,the improvement of skills,and the cultivation of emotional attitudes and values in the process of learning.Excavate students’ potentials,fully develop students’ personality,and cultivate students’ habits of lifelong learning.In order to implement the requirements for the establishment and improvement of the education quality evaluation system for high schools in the Outline of the National Medium and Long-Term Education Reform and Development Plan(2010-2020);to deepen the leadership of senior high schools and the teachers of high schools to “people-oriented,The realization of the concept of "all-round implementation of quality education" enabled them to transition from the emphasis on knowledge teaching and student achievement to the full realization and implementation of "learning to learn" literacy;in order to transform the high school students’ inherent understanding of learning,reflection and information.The ideological concepts allow them to conduct detailed comparative evaluations from the aspects of the process of learning,the content of reflection,and the connotation of information awareness.Therefore,a study on the “learning to learn” core indicators of high school students is conducted.In the process of construction,first of all,the “learning to learn” already established in the “China’s Students’ Development Core Literacy” published in 2016 will be considered as a first-level indicator.Its three basic points will be learnable,diligent in reflection,and information awareness as a Level indicator.Followed by the construction of the third,fourth,and fifth-level indicators,in the process of construction,first of all to explore the constructionof the original indicators: access to a large number of literature to theoretically presume points and encode the interview content to extract points,the theory and practice II The authors combined the initial formulation of the index items;followed by the screening of the index items: the closeness of the inclusion relationship between the original indicators and the superior indicators was made into the "high school students" learning to learn "core literacy X-level index feedback form",according to the feedback form To carry out questionnaire surveys or interviews,and then to screen the indicators based on mathematical statistics analysis and the opinions and suggestions proposed;and finally to carry out the analysis of the reliability and validity of the indicators: to make the index after screening into the “high school students” society.Learn the "core literacy X-level indicators expert consultation form" and issue questionnaires to allow experts to make appropriate judgments,further screening integration indicators and analysis of the indicators of the validity of the analysis.After the completion of the five-level indicators,the first-to-five final indicator system will be presented in the form of a table,including 15 third-level indicators such as learning value,learning interest,adult value,talent value,success value,etc.45 Four-level indicators,life attitudes,emotional attitudes and other 108 five-level indicators.At the same time,in the process of construction,the principles for constructing the “learning and learning” core literacy index system for high school students are summarized.