The Implicit Learning Characteristics Of Chinese Tonal Symmetry Of Junior Middle School Students And The Relationship With Learning Strategies

Learning strategies are complex programs that improve students 'learning efficiency and effectiveness,and are the most important factors affecting explicit learning in the classroom.Both explicit learning and implicit learning reflect the essence and process of learning.Exploring learning strategies as the main indicator of explicit learning and exploring the relationship between learning strategies and implicit learning are of great guiding significance for in-depth understanding of students 'learning status and improvement of students' motivation to learn.In this study,the learning strategy scale of middle school students compiled by zhang Lin et al.(2003)was used as atool to measure the learning strategy of middle school students,and the experimental program of implicit learning of Chinese tone rules was used to test the implicit learning of middle school students.In the test part of the scale,junior high school students in grade 7,grade 8 and grade 9 were tested,the characteristics of learning strategies of middle school students were statistically analyzed,and junior high school students in three grades were divided into high and low groups according to the score of the scale,and then the test of implicit learning was conducted.The study found:(1)Among the three dimensions that make up the cognitive strategy subscale,junior high school students use retrieval application strategies better than surface processing strategies and deep processing strategies;Among the four dimensions that make up the scale of regulation strategies,the use of supervision and inspection strategies and self-summation strategies is better,the self-planning strategy scores second,and the use of feedback regulation strategies is poor.(2)The learning strategies of junior high school students of different genders are generally not significantly different,but girls are slightly better than boys in the three dimensions of self-planning and deep processing strategies,while boys are slightly better than girls in the two dimensions of retrieval application strategies and feedback adjustment strategies.(3)The learning strategies of students in different grades have no significant difference in total score,subscale and all dimensions,but relatively speaking,the ninth grade studentshavethe highest overall level of learning strategies,followed by the seventh grade,the eighth grade students have the lowest.(4)The implicit tones of Chinese tones of junior high school students reached a significant level,and there was no significant difference between different genders and different grades.(5)The implicit learning performance of Chinese tones of the top and the bottom students of junior middle school students reached a significant level,and there was no significant difference among the groups of different genders and grades.