A Study On The Correlation Between Reflective Learning And English Achievement Of Senior High School Students

National English Curriculum Standards for General Senior High School clearly states that teachers should consciously cultivate students’ thinking qualities.The quality of thinking refers to the ability and level of thinking in terms of logic,criticism,and innovation.In addition,it is also proposed to focus on improving students’ learning ability.Learning ability refers to students’ awareness and ability to actively use and actively adjust English learning strategies and strive to improve the efficiency of English learning.It can be seen that reflective learning,in which learners actively monitor and adjust the learning process and reflect by themselves,conforms to the trend of new curriculum reform and is increasingly favored by scholars.However,in general,related research at home and abroad mainly focuses on college students,and there are relatively few studies on senior high school students.Therefore,this study combines quantitative and qualitative research methods to investigate 197 students in the third grade of a senior school in Huaibei City,and explores the relationship between senior high school students’ reflective learning and English achievement,aiming to solve the following two problems:（1）What is the overall status of reflective English learning for senior high school students?（2）Is there a correlation between senior high school students’ reflective learning and English scores? If so,what’s relevant?The results suggest:（1）The current situation of reflective English learning in senior high school students is not very optimistic.Among the three dimensions of learning objectives,learning process and learning outcome,students reflect most on the learning process,followed by learning outcomes and the least learning objectives.Girls have higher reflection averages in all dimensions than boys.（2）Overall,there is a significant positive correlation between senior high school students’ reflective English learning and English scores.That is,senior high school students’ English scores will get better with the gradual reflection on English learning.In addition,the regression prediction equations for English achievement and reflective learning obtained by multiple linear regression analysis are: English achievement =30.535 + 5.810 * target dimension + 4.889 * process dimension + 3.644 * outcome dimension to predict student achievement.。Finally,according to the research results,this study puts forward some suggestions for students’ reflective learning from the perspective of teachers and students.However,due to the limitations of research objects and research tools,this study also finds some shortcomings in the process of investigation and research,then puts forward some prospects for future research.