Research On The Influencing Factors Of Primary School Students' Autonomous Learning Ability In Flipped Classroom

In the information age,autonomous learning is becoming more and more important.The flipped classroom is regarded as one of the most effective teaching strategies to nurture more exceptional students and has been widely concerned.At present,the research methods about autonomous learning ability are mainly quantitative research,and there is no unified criteria for the ability.In this study,we used Grounded-theory to investigate the development of pupils' autonomous learning ability in flipped classroom in a real learning situation,with the fifth grade students in the survey,in an effort to provide the research of primary school students' autonomous learning ability with more empirical research experience.This qualitative case study concentrates on the mechanism and the approach of the flipped teaching model in enhancing primary school students' autonomous learning ability.The study conducted at H primary school in the rural-urban fringe of W city.in the research site,the author collected the interview text data and classroom teaching videos of 12 primary school students and 6 teachers in the flipped class,and collated circularly and analyzed in the process of continuous comparison of them.On this basis,the three-level coding method of Grounded-theory is used to encode the collected data in different levels and stages.In the open coding stage,the author obtains 14 initial concepts from the original data,and classifies these initial concepts into 8 categories.In the axis coding stage,through looking for the connection between the eight categories obtained in the open coding stage,four main categories are summarized and classified:learning motivation,learning methods,learning environment and learning social support.Through the continuous dialogue between data and theory,finally in the selection coding stage,we get a core category:the factor analysis model that affects the autonomous learning ability of primary school students in the flip classroom.Through the continuous collation,reflection and situational comparison about the data,on the basis of the autonomous learning theory and the field-habit theory,the fourth chapter of this study takes the analytical model obtained by the Grounded-theory as the framework,and analyzes the relevant findings obtained in this study.The conclusions are as follows:first flipping pre-class learning materials and classroom tablets enhance students' learning motivation by improving students' learning interest,self-efficacy and goal consciousness.Second,students actively use learning strategies such as repetition and note-taking to build their understanding of knowledge in a flipped classroom.Third,the interpersonal environment such as teachers and parents and the material environment such as equipment and network affect students' learning autonomy in the flipped classroom.Fourth,students get more support from peers and teachers from the flipped classroom.Finally,in the research recommendations,the author proposes that it is feasible to launch the flipped classroom among the primary school students in the urban-rural fringe area,and we should focus on cultivating the learning autonomy of the primary school students in the flipped classroom from four aspects:motivation,strategy,environment and social support.