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1. Survey Overview In September 20xx, I conducted a survey on the learning psychology of students in a provincial key middle school where I interned. Through this investigation, I have a deeper understanding of the learning psychology of middle school students, which provides insights into grasping the current learning psychology trends of middle school students, deepening teaching reform, strengthening the pertinence of education, improving the effectiveness of education, and exploring new paths for quality education. objective basis. 2. Specific objectives and methods of the investigation (1) Specific objectives 1. Understand the current learning psychology of middle school students. 2. Analyze the current learning psychological characteristics of middle school students. 3. Explore the causes and countermeasures of current middle school students’ learning psychology. (2) The survey method uses student questionnaires, covering four aspects: educational values, learning attitudes, learning needs and learning purposes. The questionnaire survey was conducted in No. 6 Middle School. A total of 80 questionnaires were distributed and 70 valid questionnaires were recovered. The number of samples was close to the ideal efficiency. 3. Survey results The analysis of student questionnaires shows that the learning psychology of middle school students has significant characteristics of the times. (1) Analysis of the current learning psychology of middle school students 1. The educational values survey shows that most middle school students have clear educational values. 74% of students believe that learning is to improve their own quality, 10% of students believe that learning is to enter college, and 16% of middle school students have not yet thought deeply about this issue. The survey also found that the educational values of middle school students have obvious economic and social characteristics. They generally believe that the economic income of young people is directly proportional to their education level. 65% of students think that college students have more income, 25% of students think that high school graduates have more income, and 8% of students think that junior high school graduates have more income. More. 2. The study attitude survey results show that 67% of students have high enthusiasm for learning, 24% of students have moderate enthusiasm, and 9% of students are afraid of learning. This is consistent with their weakening awareness of “going to college”. It is worth noting that a considerable proportion of students are afraid of studying. In addition, 90% of students have their “most hated courses”. The reasons for being afraid of learning or hating certain courses are mainly related to the teacher’s teaching methods and the practical value of the courses. The survey results show that 86% of students are more enthusiastic about courses that are closely related to real life and highly practical, such as Chinese, mathematics, physics, and chemistry, while they are less enthusiastic about more academic courses such as history, geography, and English. 3. Learning needs Currently, “specialties” are a hot topic of common concern among teachers and students. In the survey, it was found that most students have a correct understanding of "specialties", 92% of them have goals that they are interested in, and 52% hope to receive guidance from teachers. At the same time, 78% of students hope to learn more practical scientific and technological knowledge to help their future life and work. 4. The results of the study purpose survey show that 99% of students have the desire to go to college after graduating from high school. (2) Current learning psychology characteristics of middle school students 1. The value of education tends to be diversified, pragmatic, and utilitarian. Most middle school students have realized that the important value of education is to help them improve their overall quality and master the basic cultural and scientific knowledge needed for survival and life. , enhance competitiveness in future society. On this basis, some students with better family economic conditions and excellent academic performance pursue higher education. The educational values of middle school students also show pragmatic and utilitarian characteristics. They are increasingly pursuing the economic value of future education output, measuring the value of the courses they learn from an economic perspective, and deciding how hard they will work on different courses. They hope that course teaching will be more connected with life and production practice, and show less interest in unpractical courses such as English. 2. Vertical multi-level and horizontal multi-objective learning needs. The survey found that due to differences in personal learning foundations, educational values, and expectations for the future, the learning needs of middle school students are characterized by vertical multi-level and horizontal multi-objective characteristics. Vertical multi-level means that students have different requirements for the depth of the knowledge they learn, while horizontal multi-goal means that students have broad requirements for the breadth of the knowledge they learn. They are required to learn academically strong course knowledge, develop their own specialties, and also hope to Master more practical techniques. 3. The learning purpose is clear, but subjective and uncoordinated. The questionnaire survey showed that 89% of students have a clear learning purpose. However, through comparative analysis and inspection, it was found that students' learning purposes are seriously subjective and uncoordinated. The subjectivity of students' learning purposes is highlighted by their understanding of the difficulty of entering urban employment in the future, and 40% of students' expectations that they can succeed in their careers. The incoordination of learning purposes is mainly reflected in the incoordination of thoughts and actions. 37% of students preparing to take the college entrance examination did not show corresponding enthusiasm in learning, but showed a passive waiting attitude towards learning. The above is a rewrite of the original text, retaining the main information and structure of the original text, while polishing the language to make it more smooth and easy to read.

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