Research On Reflective Learning Of College Students In The Context Of Information Fragmentation

The relevant national policy requirements for the connotative teaching development of higher education fully reflect and reflect the new high requirements and high standards that the country has proposed for the scale and quality of higher education.The quality of teaching in universities is ultimately directly determined For the quality of college students' learning.In recent years,the popularity and rapid development of information and network technology have also exacerbated the fragmentation of information time and fragmentation of information space.This has a huge impact and revolutionary changes on the learning of college students.It is different from the planning of learning in traditional teaching systems.The randomness of information fragments and the rapid change of learning bring convenience to college students.The development trend of the information fragment teaching phenomenon continues unabated,whether to stick to the system or to move by faith,how to balance between the two,and effective learning to further improve the quality of their learning,reflective learning is undoubtedly an important way.Reflective learning refers to the three periods of time for learners to learn through reflective learning activities.To learn through reflection,to solve learning difficulties or to improve the law of summarizing learning experience,so as to enter a complete and benign reflective learning cycle system.This study emphasizes that learners find and find their deficiencies in the learning experience in the context of information fragmentation,and find ways and methods to solve learning problems in the context of information fragmentation through reflective learning.Therefore,with the information fragment as the main research background,I conducted an in-depth study on the current situation of college students' reflective learning.Mainly conducted a cross-investigation and analysis from the basic information of college students,the basic cognition status of college students on the background of information fragmentation,and the status of college students' reflective learning,in-depth investigation of the reflective learning situation of college students under the influence of information fragmentation background.In the follow-up of the study,some in-depth interviews were conducted with some of the transferred college students.From the perspective of five specific learning links,such as learning attitude,learning motivation,learning path,learning method,and learning evaluation,in-depth understanding of the impact of college students' reflectiveness under the background of information fragmentation Factorsin learning the status quo.Through the empirical investigation on the reflective learning status of college students under the background of information fragmentation and the research on student interviews,it is found that the reflective learning status under the background of information fragmentation mainly has the following five common problems: 1.2.College students cannot form reflective learning motivation with information fragments;3.College students have a single reflective path to information fragments in their learning;4.College students ignore the reflection on the rationality of learning methods in the face of information fragments;5.College students lack reflection on learning evaluation in the context of information fragmentation.Through the research and analysis of the current situation of college students' reflection under the background of information fragmentation,this paper makes Suggestions from the following five aspects: improving college students' reflective learning consciousness under the influence of information fragmentation;Guide college students to form reflective learning motivation based on information fragments;Establish a diversified information exchange platform to promote the multi-path reflection of college students' learning under the influence of information fragments;To promote the reflection of college students' learning methods under the influence of information fragments;To promote college students' reflection on learning evaluation in the context of information fragmentation.