The Influence Of Teaching Approaches And Classroom Learning Environment On Senior High School Students' Self-regulated Learning

Teaching approaches have a significant impact on the classroom learning environment to create a student's learning approachesjieg and learning results.The traditional teacher-centered classroom teaching approaches focus on the impart of knowledge and the cultivation of skills,but ignores the development of students' independent cooperative inquiry learning ability.The student-centered teaching approaches advocated by the constructivism learning theory not only pays attention to the understanding and construction of students' knowledge,but also promotes the development of students' learning engagement,self-regulation,cooperative learning and problem-solving ability.In the past,most of the researches on the cultivation and training of students' self-regulated learning adopted short-term experimental intervention methods and lacked long-term teaching intervention studies on students' self-regulated learning under real and natural teaching conditions.In our country,the plight of the high school classroom teaching approaches transformation is that on the one hand,countries in advocating and constantly promote the basic education,including high school curriculum and teaching mode reform,on the other hand,under the pressure of studying in the college entrance examination,the vast majority of high school classroom teaching is still dominated by teacher centered teaching approaches.The main focus of high school classroom teaching is the student's academic performance and the college entrance examination graduation rate.Most of the high school teaching reform and practice is to improve the students' performance as the main goal,and to cultivate and improve students' self-regulated learning ability as the goal of high school classroom teaching reform research is rare.This study firstly constructed the theoretical structure of the high school classroom teaching approaches and the classroom learning environment,compiled the "High School Students Perceived Classroom Teaching Approache Scale" and "High School Students Perceived Classroom Learning Environment Scale" and the Reliability and validity tests were conducted.Then in order to establish the relationship between classroom teaching approaches and classroom learning environment with high school students' self-regulated learning,correlation analysis,regression analysis,mediation analysis model construction were used.Finally,a quasi experiment design was used to investigate the influence of classroom teaching approaches and classroom learning environment on the self-regulated learning of senior high school students.This research can not only enrich the theoretical research of teaching approaches,classroom learning environment and self-regulated learning,but also promote the reform of high school classroom teaching approaches,create a good classroom learning environment,and promote the development of high school students' self-regulated learning ability.The results of this study also have very important educational practice value and guiding significance.Study 1 developed the "High School Students Perceived Classroom Teaching Approache Scale" and "High School Students Perceived Classroom Learning Environment Scale" and conducted reliability and validity test.On the basis of the theoretical construction of the questionnaire structure,Study 1a firstly developed the “High School Students Perceived Classroom Teaching Approache Scale” and the initial questionnaire containing 49 items.Then we selected a total of 1752 high school students,and Item analyses,exploratory factor analysis,confirmatory factor analysis,structural validity analysis,internal consistency reliability analysis,criterion correlated validity analysis,test-retest reliability analysis were performed with these subjects.The results show that the “High School Students Perceived Classroom Teaching Approache Scale” consists of 20 items,including two subscales: student-centered teaching approaches subscale and teacher-centered teaching approaches subscale.Among them,student-centered teaching approaches subscale contains 2 dimensions: student-centered independent inquiry learning and student-centered collaborative learning.The teacher-centered teaching approache includes two dimensions: teacher-centered direct teaching and teacher-centered questioning.The scale has good reliability and validity.On the basis of the theoretical construction of the questionnaire structure,Study 1b firstly developed the “High School Students Perceived Classroom Learning Environment Scale” and the initial questionnaire containing 36 items.Then we selected a total of 1981 high school students,and Item analyses,exploratory factor analysis,confirmatory factor analysis,structural validity analysis,internal consistency reliability analysis,criterion correlated validity analysis,test-retest reliability analysis were performed with these subjects.The results show that the “High School Students Perceived Classroom Learning Environment Scale” includes 16 items,three dimensions.Three dimensions of the scale are autonomy support learning environment,group cooperative learning environment and competitive learning environment.The scale has good reliability and validity.Study 2 selected 1143 high school students to analyze the relationship between classroom teaching approaches,classroom learning environment and self-regulated learning.The results show that:(1)the independent inquiry learning teaching approache has a significant positive correlation with the dimension scores of students' self-efficacy,metacognitive strategies,cognitive strategies,academic emotions,internal motivation,peer learning and total score for self-regulated learning.And independent inquiry learning teaching approache have a significant positive predictive effect on the dimensions of students' self-efficacy,cognitive strategies,metacognitive strategies,academic emotions,internal motivation,peer learning,and total score for self-regulated learning.The direct teaching approache has a significant positively correlation with the external motivation of high school students,and the direct teaching approache has a significant positive predictive effect on external motivation.(2)Self-supporting learning environment and group cooperative learning environment have significant positive correlation with each dimension of self-regulated learning,and the self-supporting learning environment has significant positive prediction effect on each dimension of self-regulated learning,and the group cooperative learning environment has significant positive prediction effect on academic emotion,peer learning and internal motivation of students.(3)Student-centered independent inquiry learning teaching approaches and cooperative learning teaching methods are significantly positively correlated with the classroom learning environment,and the student-centered teaching approache has a significant positive predictive effect on the classroom learning environment;The teacher-centered teaching approache is significantly positively correlated with the competitive learning environment.Among them,the question teaching approache has a significant positive predictive effect on the competitive learning environment.(4)The cooperative learning environment perceived by senior high school students plays a part of mediating role in the influence of teaching approaches of independent inquiry learning on self-regulated learning.Study 3 used quasi-experimental design in the natural school teaching situation to explore whether the independent cooperative inquiry teaching would affect the classroom learning environment perceived by students,thus promoting the improvement of self-regulated learning level.The researcher first designed the high school independent cooperation inquiry classroom teaching plan.The teachers were trained before the experiment was carried out,and the experts and teachers discussed during the experiment.260 first-grade high school students were selected to carry out a one-year independent cooperative inquiry teaching experiment for the experimental class.Compared with the control group that adopts conventional teaching,the reform experiment of teaching approaches is carried out in high school classroom teaching,and the teaching approaches that mainly adopts independent cooperative inquiry learning is adopted,and the following results are achieved:(1)The experiment of classroom teaching approaches can significantly increase the level of student-centered teaching approaches such as self-inquiry learning and cooperative learning,and significantly reduce the level of teacher-centered teaching approaches such as questioning perceived by students.(2)The experiment of classroom teaching approaches reform can significantly increase the self-supporting learning environment perceived by students and reduce the competitive learning environment perceived by students.(3)The experiment of classroom teaching approaches reform can significantly improve the students' cognitive strategy,internal motivation,peer cooperative learning strategy and the overall level of self-regulated learning.