The Study About The Influence Mechanism Of Domain-specific Knowledge And Self-regulating

In the past 20 years, "self-regulating" have become a focus in the research of educational psychology and cognitive psychology. The proposition of this concept enables people to have a brand-new understanding to student's study. Self-regulating stresses the active control of students'learning process, and it is believed that this is the key to learning.The study is conducted to survey and analysis self-regulating ability of junior middle school students in the process of mathematical word problem solving, with the guidance of the research of self-regulating in metacognition theory. According to the characteristics of mathematics and word problem solving, this research is based on the thinking process of word problem solving and tries to study the students' domain-specific knowledge and the relationship between domain-specific knowledge and self-regulating ability from the perspective of individual differences in domain-specific knowledge.The study selected students in junior middle school as subjects, firstly using protocol analysis to examine subjects'related domain-specific knowledge about "function", then taking quantitative and qualitative analysis of the self-regulating frequency and self-regulating effectiveness in the problem solving process.The results show that:(1) High domain-specific knowledge group and low domain-specific knowledge group were tested in the process of problem solving generated by self-regulating statements. There was no significant difference in the total number, but the high domain-specific knowledge group in the regulating frequency expressed their understanding was significantly higher than the low domain-specific knowledge group; There was no significant difference between the two groups in the regulating frequency expressed failure. But the statement failed to understand of its total self-regulating state in the group with low domain-specific knowledge is much higher than the percentage of high domain-specific knowledge group.Constraints which domain-knowledge puts on self-regulating mainly show up when self-regulating monitor comprehension failure. Most of high level domain-knowledge subjects adopted deep processing strategy to solve problem, however, most of low level domain-knowledge subjects adopted syntax processing strategy.(2) When solving near-transfer problems, the self-regulating level of high level domain-knowledge subjects is significantly better than low level domain-knowledge subjects; when solving far-transfer problems, the self-monitoring level of both subjects group has no significant differences. In solving both near-transfer problems and far-transfer problems, domain-knowledge can help subjects correctly set sub-goals and find the goal-control flow of problem solving. In solving near-transfer problems, domain-knowledge can significantly facilitate self-monitoring, which endows subjects with more efficient method for problem solving.(3) In contrast with low level domain-knowledge subjects, high level domain-knowledge subjects have more rich and systematic knowledge-network, which has less wrong paths. Thus it can be seen that high level domain-knowledge subjects represent the problem in a deeper way, which make the learner use better self-regulating during problem solving process.