The Construction Of "Learning To Learn" Competence Framework For High Gradesection Pupils

"Learning to learn" competence is an essential quality and key ability in students' development.It 's of great significance to social and personal development,and "learning to learn" competence has been valued by various countries or regions.At present,foreign researchers have carried out a large number of researches about "Learning to learn" competence based on their own historical and cultural soil.In China,the research of "learning to learn" from the perspective of competence has just started,and has not yet formed a research system with national characteristics.It mainly researches adults or young people based on foreign research experience.The upper part of the elementary school is a crucial period for the formation and development of "learning to learn" competence,and it has a strong plasticity;it is also a transition period for students from primary school to junior high school,it is unique.At present,the learning of high grade-section pupils is passive,one-sided,and utilitarian,which is not conducive to the complete growth of high grade-section pupils.It is urgent to further clarify what is "learning to learn",and build an integrated and operable framework,to guide the learning of high grade-section pupils and the teaching of teachers.This study adopts the methods of argumentation,literature research and survey research to construct the framework of "learning to learn" competence for high gradesection pupils.The research process is as follows:(1)Clarify the connotation and characteristics of "learning to learn" competence,and theoretical foundations,goals and basic principles of constructing the "learning to learn" competence framework for high grade-section pupils;(2)Comb the research results of "Learning to Learn" competence at home and abroad through the literature research method,and summarize and count the dimensions and elements contained in literature based on the triangle mutual certification method and frequency statistics method;(3)Investigate 20 primary school teachers' understanding of "learning to learn" competence and the basic elements of "learning to learn" competence through individual interview methods,and code and count the interview results through frequency statistics,and the statistical results of literature and interviews were integrated to build a preliminary framework;(4)Ask primary school teachers for opinions and suggestions on the preliminary framework through questionnaire surveys,so as to optimize the preliminary framework.The survey was conducted in two rounds,and surveyed 78 and 116 teachers respectively.The teachers surveyed in this study have certain representations in terms of professional titles,teaching years,and educational background,at the same time,they have practical knowledge of "learning to learn" competence.Through the above-mentioned research,the framework of "learning to learn" competence of high grade-section pupils was finally determined.This framework includes four first-level dimensions,namely cognitive,metacognitive,emotional and social dimension,and 25 sub-dimensions(the cognitive dimension has 7 subdimensions,the meta-cognitive dimension has 7 sub-dimensions,the emotional dimension has 6 sub-dimensions,and the social dimension has 5 sub-dimensions).It also describes the behavior of 25 sub-dimensions from the perspective of students based on the characteristics of high grade-section pupils and the requirements of curriculum standards for each subject,and it has strong operability.The characteristics of the framework are as follows:(1)Growth,constructs the framework from the perspective of the growth of high grade-section pupils,and it is constructed to promote the growth of high grade-section pupils and the ruturn of their learning.It follows the principle of subjectivity and emphasizes that high grade-section pupils should maintain initiative,independence and creativity in learning.(2)Openness,constructs the framework from the perspective of integrating foreign and domestic literature,theory and practice,which has both international and chinese characteristics,theory and practice dimensions;(3)Concreteness,constructs a concrete framework that contains two-level dimensions,and the second level dimension is named by "behavior and action" naming method,and its behavior performance is described in detail;(4)Integrity,constructs a holistic framework that contains four first dimensions that depict the "learning to learn" competence of high grade-section pupils from different dimensions.The four dimensions are not only interrelated,but also have their own characteristics,which is conducive to promoting the complete growth of high grade-section pupils.However,there are still some problems in the framework of this study,such as insufficient learning segment and regional distribution.Facing the opportunities and challenges in the era of artificial intelligence and big data,we should constantly adjust and optimize the framework according to the time and situation,and carry out tracking research by learning segment and region based on big data.