The Application Of The 5R Note-taking Strategy In Senior High School English Class:an Authentication Theory Perspective

English,as a language subject,has a relatively complex knowledge system.Especially in the senior high school stage with heavy academic burden,there are many contents for students to remember.In the teaching process,the teaching of knowledge is important,but if students do not master some appropriate learning strategies,learning is often both hard and inefficient.Therefore,how to improve the efficiency of students’ learning in English and promote students’ independent learning is a topic worthy of further study for front-line teachers.Second language acquisition studies show that note-taking strategies play a key role in English learning.Traditional note-taking methods focus more on the note-taking process,in which students often just mechanically copy the teacher’s handouts or PPT,few of them will process and organize the notes.There are some note-taking methods that emphasize the processing of the knowledge,such as mind mapping method,but ignore the students’ note recording process.The 5R note-taking strategy integrates the note taking and processing process,which makes up for the shortcomings of the traditional note-taking method and mind mapping method.There are five specific steps,namely record,reduce,recite,reflect and review.This study introduced the 5R note-taking strategy into senior high school English teaching,and conducted an empirical study on the application of the 5R note-taking strategy in senior high school English classroom teaching to help students establish more efficient note strategies.The study will answer the following research questions:Question 1: To what extent do the students’ attitude and behavior change after the 5R note-taking strategy training?Question 2: How does the 5R note-taking strategy help to improve students’ English scores?Question 3: How does the 5R note-taking strategy help to promote the authentication of the English learning process for students of different levels?The participants of the research are 103 students from two parallel classes who are taught by the same English teacher in a certain senior high school.Among them,the control class used the traditional note-taking strategy to learn English,while the experimental class used the 5R note-taking strategy.The experimental instruments are tests,questionnaires and interviews.By analyzing the changes in students’ English scores,the impact of the 5R note-taking strategy on students’ academic performance is found;through questionnaires,observations,interviews,etc.,the changes in students’ note attitudes and behaviors in the actual application of the 5R note-taking strategy are found,the real feelings of students at different levels when using the 5R note-taking strategy are captured,and whether the 5R note-taking strategy is helpful to promote the authentication of students’ learning process is explored.The findings of the research are as follows:(1)Adhering to the 5R note-taking strategy will make a significant positive change in students’ attitudes and behavior.After using the 5R note-taking strategy,the content of students’ notes reflects more thinking about knowledge,which is more organized and logical.The frequency of students regularly reviewing notes increases,and the attention distribution between students’ notes and lectures is more balanced.This finding is consistent with the prevailing view in the academic community.(2)The class using the 5R note-taking strategy makes more obvious progress in grades than the traditional note-taking strategy.The 5R note-taking strategy can improve English performance to a certain extent,but it is not statistically significant.For those students with good learning attitude and habits,their performance can be significantly improved,but for some students with poor learning habits,the effect of the 5R note-taking strategy is not obvious,which to some extent modified the previous view that the 5R note-taking strategy can significantly improve academic performance.(3)The 5R note-taking strategy helps to promote the authentication of the English learning process for students at different levels.The specific performances are as follows: students’ thinking is more agile,their attention is more focused during classes,they are more willing to take the initiative to review after class,and the utilization of notes has improved.At the same time,students are not limited to the fixed format of the 5R note-taking strategy,but can adjust their use appropriately according to their proficiency.This study proves that the 5R note-taking strategy plays a certain role in improving English performance,establishing good note-taking strategies and promoting the authentication of the learning process,so it can be promoted and applied in English teaching.It is recommended that teachers or researchers further improve their teaching methods of the 5R note-taking strategy in practical application.For example,they should have a deep understanding of the strategy and try to understand students’ learning preferences according to their aptitude;secondly,teachers are supposed to guide,encourage and urge the students to selectively use the strategy according to the specific situation.Finally,it would be better for teachers to extend the research period as long as possible to explore the factors that affect the effectiveness of the 5R note-taking strategy.This study has both theoretical and practical research significance,which can provide referable teaching strategies for front-line educators and promote the teaching reform and development of basic education.