Research On Organic Chemistry Teaching Model With Self-Regulated Learning In Higher Vocational Technical College

With the rapid development of science and technology and thearrival of the era of knowledge economy, human beings have been takeninto learning society. The concepts of learning and education for life haveformed in the mind under the new situation. It is especially important tofoster self-regulated learning ability and to develop a good learning habitfor students. With the reform of educational system in China, highervocational education has become an important part of higher education. Itis a significant topic in the field of education science research to exploretalents-training model of the higher vocational education.In this thesis the problems how to cultivate student' ability usingself-regulating learning are discussed by putting teaching model ofself-regulated learning into both the teaching and the learning of organicchemistry in higher vocational technical college. It is divided into threeparts:The first part is self-regulated learning theoretical study. It analyzesthe history and present of self-regulated learning teaching model homeand abroad, and defines the scopes of self-regulated learning in term of itsconcepts and characteristics. Both internal and external factors affectingteaching and learning process are analyzed. Based on theoretical study, aself-regulated learning teaching model of organic chemistry in highervocational technical college has been constructed according to the rule ofthe students as main body.Here is its procedure:Innovating environments→self-regulated learning→communication and discussion→students questioning→instructingand directing→training of removing→assessment of results This basic procedure includes not only teachers' activity andstudents' activity, but also strategy instruction and mastery. It is the unitybetween teaching and hearing, and between learning the knowledge anddeveloping ability.The second part is experimental study. The author proves thefeasibility of this model preliminarily by questionnaire surveys andteaching practices. According to the experiment results, author makesdiscussion on four aspects: Firstly, Executing self-regulated teachingmodel affects students' consciousness as principal part. Secondly,Exercising self-regulated teaching model takes the effect on students'interest in studying. Thirdly, implementing self-regulated teaching modelaffects students' academic record.The third part is conclusion. It summarizes the problems in the studyprocedure, and proposes next direction of research.