Research On The Application Of Self-Regulated Learning In English Reading In Junior High School

Cultivating students’ autonomy has become one of the most important goals of current education and teaching.Self-regulated learning ability is an important form of learning autonomy,which contains the views of self-regulated learning and learning to learn,which adapts to the needs of today’s students’ development and has become a research hot spot of educational psychology and developmental psychology.The concept of self-regulated learning was first proposed and developed by social psychologist Bandura and other scholars.Among all the theories,the theory of self-regulated learning from the perspective of social cognition has a greater influence.Among many theories,the self-regulated learning theory of social cognition has a great influence.Scholars at home and abroad have done a lot of research on self-regulated learning.Although there are some researches on self-regulated learning in reading,almost all of them discuss the application of self-regulated learning in reading from the perspective of theory,and most of them use literature research method.However,questionnaire survey method is rarely applied.Based on the self-regulated learning theory of Zimmerman and Pintrich in the view of social cognition,this paper carries out an empirical study in the context of China by using questionnaire survey.With the analysis of research data,the corresponding teaching reform is designed and teaching effect is examined at last.In a sense,this paper widens the scope of domestic research in such field.This study attempts to answer the following three research questions: 1)what is the current situation of self-regulated learning ability of junior high school students in English reading;2)what is the relationship between self-regulated learning ability in English reading and reading achievement;3)to what extent can self-regulated learning ability predict reading achievement.Through the analysis of the results of the research,the relevant conclusions are drawn,and the corresponding teaching reform measures are designed.Finally,the teaching effect is tested.This study takes junior high school students as the research object,collects their English reading scores before the teaching reform,and uses the revised reading self-regulated learning ability questionnaire as the measurement tool.The results are as follows: 1)junior high school students’ English reading self-regulated learning ability is at the middle level,and the levels of the three sub stages are different,in which the level of self-reflection phase is the highest,followed by forethought,and the lowest level is performance/volitional control phase;2)there is a significant positive correlation between self-regulation learning ability and reading achievement;3)reading self-regulation learning ability can well predict reading achievement.Based on the research results,a nine week teaching reform plan is designed and implemented,adhering to the following five reform principles: 1)stimulate students’ internal interest in reading;2)encourage and help students to improve their sense of self-efficacy;3)help students set reasonable goals;4)cultivate students’ reading strategies through teaching;5)guide students to conduct timely and correct self-evaluation.Through tests,interviews,classroom observation and reflection logs,it is verified that students’ self-study adjustment ability and reading performance have made significant progress.