Freedom Of Learning In Classroom ——Based On The Analysis Of Junior Middle School Students’ Perception Of Chinese Class

Ensuring and promoting the freedom of learning is one of the important values of modern education.In the school context,there are many ways to realize this value,but as a directs direction of students’ learning,classroom teaching is undoubtedly the most important way.However,it is a challenging issue to ensure and promote students’ freedom of learning in a structured classroom.In response to this issue,previous studies have mostly focused on the normative analysis of the necessity,possibility,and limits of freedom of learning,and investigations on the lack of freedom of learning in school life,and seldom focused on the exploration of freedom of learning in the classroom setting.In view of this,this study takes junior middle school Chinese class as an example,and makes descriptive and interpretative analysis of the current situation of learning freedom in the classroom,and makes critical reflection and construction based on the nature and characteristics of freedom,learning and education.Based on David Miller’s concept of freedom,combined with existing research,this research defines the student’s freedom of learning as a state in which an individual makes independent choices and actions in learning.In classroom teaching,this state depends on the degree to which the teacher allows students to make choices（open options）,and on the other hand,it also depends on the degree to which students have made their own choices（the performance of choices）.Taking into account the particularity and actual state of the classroom,freedom of learning here is mainly characterized in the three dimensions of learning time,learning content and learning style.According to this conceptual framework,the relevant questionnaires were integrated and adapted,and 644 junior high school students in Shanghai and Hangzhou were surveyed,and then the typical sampling method was used to interview 11 teachers and students of School D on their understanding and practice of freedom of learning,collected a wealth of quantitative and qualitative data,and conducted a comprehensive analysis and processing of these.The research found that:（1）In the choice opportunities provided by teachers,let students have more time to discuss and think,and less time to summarize and reflect;let students have more opportunities to express different views,and less opportunities to guide students to open up questions;often use diversified teaching methods and rarely allow for personalized learning methods.（2）In the free performance of junior middle school students,the utilization rate of thinking and discussion time is higher than that of self-study;the presentation of opinions is more than the sharing of experience;the presentation of method preference is more than appropriate use.（3）Freedom of time in the classroom is better than freedom of content and methods.Students present three heterogeneous states: the lack of freedom under low opening,the silent under the moderate opening and the free exhibitor with high opening and dropping.（4）The control pressure imposed by society,the support of school system resources for the freedom of teaching and learning,the trustworthy teacher-student relationship in the class,the supportive peer relationship and the internalized guaranteed classroom order,the teacher’s autonomous style and teaching experience,and the relative level of students’ personal achievement will all affect the realization of students’ learning freedom.Based on these findings,it can be seen that the current freedom of learning in the classroom mainly presents three characteristics: first,the freedom of learning in time is fluid,second,the freedom of learning in content tends to be formalized,third,learning freedom shows duality in learning methods.At the same time,the freedom of learning in the classroom also faces some limitations,especially the physical and mental development of students,the professional authority of teachers,the publicity of education,respect for the freedom of other students,and the order of freedom.Finally,this research proposes that in order to promote students’ freedom of learning in the classroom,it is necessary to enhance the cognition of learning freedom.Also,schools should provide support from external systems and resources required for freedom of learning.At the same time,teachers should give full play to their professional authority to enhance students’ freedom on a structured basis;provide targeted guidance to disadvantaged students to maintain a balance between freedom and publicity;establish guaranteed classroom rules with clear rights and responsibilities and create trust and mutual support the relationship atmosphere,for weakening the anxiety caused by the uncertainty of free exploration.