Impact Of Self-regulated Learning On Acquisition Efficiency In Collegiate Physical Culture: An Experimental Study

Innovation is the core of the development of a nation as well as the motive power of its prosperity. Therefore it is necessary to cultivate students' ability of self-regulated learning in order to realize the blueprint of creating powerful innovation and a prosperous nation and that will benefit a lot the overall development, educational reform and individual growing of our country. Hence, such cultivation is considered as an important course goal in the field of curriculum, a crucial teaching method in teaching methodology, and an effective leaning method in leaning theory.Since the beginning of the 21st century, the transformation in learning methods has brought about changes in teaching paradigm, resulting in the transference from researching on a universal education law to exploring situational education discipline. Meanwhile, the instrumentalism will be replaced by humanism in the realm of education, because the latter emphasizes the return of students'subjectivity.While lifelong education of physical culture ensures human health and hence facilitates human integrated development, the education at school should be the foundation. In that case, self-regulated learning, an effective means of improving students'innovative capability and a base for their lifelong education, has initiated a series of theoretical researches and has witnessed its significance with the focus on "teaching following learning". The present study aims at the puzzles involved in cultivating students'self-regulated learning ability among Chinese universities and colleges. It is carried out with relevant methods, such as literature research, questionnaire survey, experimental research, statistics method and case study and lays the emphasis on the scale device, teaching method device, experimental study and case study. Accordingly, the findings are summarized as follows:(1) The self-regulated learning scale is composed of 36 items, comprising four dimensions such as learning motivation, process, result and environment. It is endowed with high reliability and validity, hence serving as a scientific tool of measuring collegiate self-regulated learning ability in physical culture.(2) The attitudes to physical training and physical efficiency can help predict the self-regulated learning ability and the former has mediate effects. Such ability can also help predict students'innovative power.(3) Self-regulated learning exerts a better effect than traditional learning methods, since it can improve self-regulated learning ability, physical efficiency, attitudes to physical training, physical and psychological health, and course scores in physical culture.(4) Self-regulated learning fits those college students who are equipped with medium or higher sports techniques.(5) Traditional learning affects little the acquisition efficiency among different sport groups. Self-regulated learning has different extent of effect on the acquisition efficiency among divergent sport groups, much effect on the aesthetic sport group, less on the resistant term sports group through the net and the resistant term sport group in the field, least effect on the skill sport group.(6) Traditional learning affects little the acquisition efficiency among college students with different grades of sport skill. Self-regulated learning has different extent of effects on them, much on the high-grade group, less on middle-grade group and least on low-grade group. According to all the testing indexes, there are divergences of low-grade group from middle-and high-grade groups. However, in terms of partial testing indexes, there is no typical divergence between middle-grade group and high-grade one.(7) Self-regulated learning of different degrees shows differential effects on the acquisition efficiency, more effect from half self-regulated learning, and less effect from full self-regulated learning, tradition learning and no self-regulated learning.(8) Self-regulated learning shows differential effects on the students'acquisition efficiency due to different majors and sexes, more effect on students majoring at arts than those at science, and more on male than female.(9) Different learning represents divergent types of teacher-student relation. No self-regulated learning reflects teacher-centered model, full self-regulated learning student-centered, half self-regulated learning inter-subjectivity model between teachers and students.(10) To build the inter-subjectivity model is the trend of teaching reform and development in collegiate physical culture. (11) Self-regulated learning can promote the psychological health of college students, and change negative attitudes to learning.