Investigation And Research On The Present Situation Of Reflective Learning Of History Among Senior High School Students

With the development of society,the reform of basic education has put forward higher requirements for improving students’ learning abilities.The 2017 edition of the "History Curriculum Standards for Ordinary High Schools" points out the need to further improve students’ learning methods,enhance their practical abilities,and cultivate innovative spirit.Therefore,it is more crucial for high school students to master more learning methods and enhance their learning abilities in the study of history than to acquire knowledge.Reflective learning respects students as the main body and requires them to exert their initiative,examine,adjust,and improve their learning activities through reflection.High school students applying reflective learning in the study of history can deepen their understanding of the subject,reconstruct their understanding of knowledge,exercise their learning thinking,improve their learning abilities,and achieve better development.With the increasing difficulty of high school history learning tasks,the expansion of students’ autonomous learning space and the enhancement of their self-management ability in history learning,high school students’ reflective learning ability in history subjects should also be enhanced accordingly.Therefore,it is necessary to investigate and study the current situation of reflective learning in history among high school students.Based on a theoretical overview of reflective learning in the history discipline of high school students,a survey was conducted using questionnaire survey and interview survey methods to investigate the reflective learning situation of high school students in Kaifeng city from four dimensions: students’ reflective learning awareness,reflective learning habits,reflective learning skills,and reflective learning effectiveness.According to the survey results,high school students generally recognize the necessity of reflective learning in high school history learning and can consciously participate in various reflective activities.However,there are also many problems such as weak initiative in reflective learning,lack of motivation for reflection,poor habits of reflective learning,incomplete reflection,single reflective learning skills,lack of methods for reflection,average effectiveness of reflective learning,and insufficient perseverance in reflection.The attribution of the above problems mainly comes from the dual factors of students and teachers,that is,on the one hand,students lack their own reflective learning ability,and on the other hand,they are constrained by the insufficient guidance of teachers.To enhance the reflective learning ability of high school students in the field of history,relevant strategic suggestions are proposed in response to the problems found in the current survey.Firstly,by deepening reflective understanding and strengthening reflective motivation,we aim to enhance students’ motivation for reflective learning in the field of history;Secondly,cultivate reflective learning habits through reflection in various stages of learning history before,during,and after class;Thirdly,expand the channels for reflective learning in the field of history,and reflect through independent thinking or dialogue and communication;Fourthly,enrich the reflective learning methods of the history discipline,such as drawing mind maps,recording reflection logs,and filling out self-assessment forms;Fifth,explore the depth of reflective learning in the field of history,continuously monitor the reflective process,cultivate reflective perseverance,and improve the reflective learning ability of high school students in the field of history,thereby enhancing the effectiveness of reflective learning.