Inland Tibetan Classes For Middle School Students Autonomous Learning Present Situation Investigation、influencing Factors And Intervention Study

Autonomous learning is a process in which learners consciously determine learning objectives,choose learning methods,monitor learning process and evaluate learning results.Improving students’ autonomous learning ability is of great importance to their current learning and lifelong development.In recent years,the rapid development of education informationization,the change of learning mode under the background of curriculum reform and the implementation of the "double reduction" policy have put forward higher requirements for students’ independent learning.By referring to the existing literature,it is found that the middle school stage is the key period for improving students’ autonomous learning ability.There are abundant research achievements on autonomous learning of middle school students,but there are few investigations and intervention studies on middle school students in mainland Ethnic classes.Based on existing research,this study try to inland Tibetan classes for middle school students as the research object,the hefei.35,565 middle school students to learn Tibetan class to carry out the investigation and study,analyses the inland Tibetan classes situation of autonomous learning in high school,and to explore the achievement goal orientation,the influence of time management disposition of autonomous learning,and finally on the basis of research design system intervention courses,The intervention of mental health education course was carried out in the experimental class,and the effect of intervention was evaluated through pre and post test experiment design,so as to put forward concrete and feasible suggestions for improving independent learning ability.The first study used the Learning Autonomy Scale,the Achievement Goal Orientation Scale and the Adolescent Time Management Tendency Scale as measuring tools to investigate the Tibetan students in the Mainland of Hefei No.35 Middle School.By analyzing the results of the survey,the autonomous learning status of Tibetan students in the mainland of China was discussed.And the effect of achievement goal orientation and time management tendency on autonomous learning.The results showed that :（1）the autonomous learning ability of students from inland Tibet class was at the average level,and there was no significant difference in the total mean score compared with that of students from han class,but there were significant differences in time control,learning methods,learning process and learning results;From the perspective of demographic variables,but there is significant difference between grades.（2）Achievement goal orientation and time management tendency are significantly correlated with autonomous learning.（3）Mastery approach goal positively predicted autonomous learning ability,achievement avoidance goal negatively predicted autonomous learning ability,time management tendency and all dimensions positively predicted autonomous learning ability.The second study,based on the results of the first study,selected sophomore students with low scores in independent learning as the research object,designed a systematic curriculum of mental health education activities,and used the form of curriculum intervention to intervene.Through the comparison and analysis of the survey data before and after the implementation of the intervention course,it is found that the level of autonomous learning in the experimental group has significantly improved,and the intervention course has a certain effect on improving the autonomous learning ability of the inland Tibetan class students.