Investigation And Research On The Present Situation Of History Autonomous Learning Of Rural High School Students

Autonomous learning is not a new word in the field of education and teaching,and it has become the basic requirement for students learning method under the background of basic education reform in China.Constrained by traditional concepts,traditional forms of classroom organization and economic development,etc.Students' autonomous learning ability of history in rural areas has long been neglected.Therefore,it is an urgent and meaningful task to investigate the current situation of rural high school students' autonomous learning history and put forward corresponding countermeasures to cultivate students independent learning ability.On the basis of previous research results,I scientifically compiled questionnaires to determine three first-level dimensions(learning motivation,learning strategies and learning evaluation)and 13 second-level dimensions(self-efficacy,learning interest,value consciousness;content selection,goal setting,time planning and management,learning methods,process monitoring,use of environment and resources;self-examination,Conclusion,self-evaluation and self-Strengthen).In this dimension,I compiled questionnaires according to needs.After testing and validity testing,I revised and confirmed the formal testing of the questionnaires.In addition,I interviewed 10 students about history self-learning.Based on the quantitative analysis of the current situation of historical autonomous learning of a rural high school students in Zhuanglang County,the following conclusions are drawn: firstly,the overall level of students' historical autonomous learning is low and individual differences are great;secondly,the scores of students in the three first-level dimensions of historical autonomous learning are low,especially in the dimension of learning strategies,specifically in the goal setting,preview,history classroom writing;thirdly,the self-monitoring and self-evaluation abilities are generally weak in the process of history autonomous learning;fourthly,students in this school are weak in utilizing environment and resources,that is to say,less in utilizing school library resources and less in seeking help from teachers and parents;the fifth is that there are obvious differences in autonomous learning abilitiesamong different.In addition,the students in this school scored higher in the dimension of "value consciousness",that is,they generally believed that learning history is valuable,and did not deny the value and charm of historical knowledge;there was no significant difference in the level of historical autonomous learning between boys and girls in this school.According to the analysis of the questionnaire and interview results,the author tries to put forward relevant suggestions,mainly in the following four aspects: firstly,to teach students how to learn history independently,mainly including the efficient use of pre-history preview homework and the cultivation of scientific and efficient note-taking ability;secondly,to cultivate ability of self-monitoring and self-evaluation;thirdly,to encourage students actively seek parental,teacher and colleague for help.Fourthly,it is necessary to consciously cultivate the goal setting ability of the senior one students.