A Survey On Application Of English Note-taking Strategy In Senior High School

Note-taking strategy refers to the complex process of students’ processing of classroom information,from perception,self understanding,comprehensive analysis to final writing.It is also a process of reorganizing and coding the learned knowledge.In this process,students actively connect the new and old knowledge to form the transfer of learning.At the same time,taking notes is also helpful to cultivate students’ autonomous learning ability and good learning quality.Senior high school students are in an important period of self-consciousness enhancement and abstract logical thinking formation and development.Students’ mastery of note-taking strategy helps to improve their ability of autonomous learning and lay a foundation for lifelong learning.However,the current situation of senior high school students’ application of note-taking strategy is not optimistic,so it is necessary to study the application of English note-taking strategy in senior high school.Based on the theory of information processing and meta-cognitive,this paper adopts the methods of questionnaire and interview to investigate the students and teachers from both quantitative and qualitative aspects.This paper randomly selects310 students from 3 classes in 3 grades of Mudanjiang Yuhua Middle School as the research objects to conduct the questionnaire survey.Then,15 students and 10 English teachers are randomly selected from the 9 classes for interviews.Data are collected for comparative analysis to investigate the current situation of the application of English note-taking strategy of senior high school students,which focuses on two questions:1.What is the current situation of the note-taking strategy applied by senior high school students?2.What are the reasons for the current situation of note-taking strategy application?The results show that nowadays,senior high school students have realized the importance of note-taking in English learning.The current situation of the application of note-taking strategy is as follows: most students hold a positive attitude towards note-taking,but some students are in a passive role in taking notes;students do not recognize the real purpose and value of note-taking;note-taking behavior in class affects students’ listening effect to a certain extent;students generally use several simple note-taking methods;the intensity and frequency of students’ review of notes need to be improved;students have high expectations for teachers’ guidance on note-taking strategy.According to the data of difference analysis,senior one students are better than the other two grades in the attitude of note-taking and the method of note-taking.Senior two and senior three students can better deal with the problem of attention distribution when listening and recording.They have higher expectation to note-taking,more frequent arrangement and review after class.In addition,the means of boys in the application of English note-taking strategy are significantly lower than those of girls.The main reasons for the current situation of the application of note-taking strategy include: students’ attitude towards note-taking is poor;students’ expectation that note-taking can improve their performance is too high;students’ use of note-taking methods is not flexible;students’ attention distribution in listening to the teacher and taking notes is improper;students’ use of notes after class is unreasonable;teachers lack effective guidance on note-taking strategy.Based on the above conclusions,this study puts forward some suggestions to help senior high school students improve the use of English note-taking strategy,and expounds the shortcomings and prospects of this study.