An Empirical Study On Effects Of Reflective Learning On Senior High School Students’ English Achievement

Reflective learning is a learning style based on students’ independent reflection and self-direction.Students are required to think repeatedly about the problems they face,explore ways to solve them,and ensure an efficient learning process through self-regulation or cooperative communication.Based on the requirements of core literacy and teaching reform,the General High School English Curriculum Standards also put forward relevant requirements for students’ reflective learning.It advocates“students’ independent and cooperative inquiry learning.” It requires students to be able to “choose appropriate strategies and methods to monitor,evaluate,reflect and adjust their learning content and progress.”However,the current situation of reflective learning among senior high school students is not satisfactory,mainly for two reasons: First,students do not understand the specific content and process of reflective learning.Second,students think that reflective learning is not effective in improving their English grades.Based on the reflective learning process model,this study designed the English Learning Reflection Book,through which we tried to guide students’ reflective learning and explore the impact of reflective learning on senior high school students’ English achievement.Taking 60 senior high school students and their English teachers as the research subjects,this study aims to answer the following three questions: First,how does reflective learning affect students’ English achievement? Second,how does reflective learning affect students’ English achievement at different periods? Third,how does reflective learning affect the academic performance of students with different English levels? Based on metacognition theory and constructivism theory,this research uses tests and interviews as research tools,analyzes the collected data with the help of SPSS,and obtains the following research results:First,reflective learning positively impacts the improvement of students’ English scores.Second,there were differences in the effects of reflective learning on students’ English grades at different periods.During the first two months of reflective learning,there was no significant change in students’ scores.During the third month,other factors affected the quality of implementation of reflective learning,resulting in a decline in students’ English performance.In the middle and late stages of the fourth month,students’ scores significantly improved and showed an upward trend.Third,reflective learning had a positive impact on the improvement of the English performance of students at the high,middle,and low levels.Compared with the high English level students,it had a more significant impact on middle and low English level students.