Meta-cognitive Monitoring And Self-regulated Learning

Since the beginning of the 20th century, self-regulated learning has been studied systematically and thoroughly, not only in practice but also in theory. These studies mainly involve the influence factors, process, mechanism, study strategies as well as training patterns in self-regulated learning, but there are not any systemic studies on individual self-regulation mechanism in self-regulated learning. Since 70's of the 20th century along with the psychology development, people pay more and more attentions to the functions that the meta-cognition plays in learning. How to exert the meta-cognition's functions of planning, monitoring and adjustment in self-regulated learning affects the self-regulated learning's effects even the success or failure. In view of this, this paper first discusses the intrinsic relationship between meta-cognitive monitoring and self-regulated learning, then expounds the regulative mechanism of the self-regulated learning, finally, the author proposes some important strategies that can be used to train the students'regulative ability of self-regulated learning.This paper has four parts. The first part is an introduction. In this part the author analyses the reason, by which the question is proposed, mainly from three aspects: the development of society, the development of education reform and the psychology development. Then the author presents the status quo of studies on self-regulated learning and meta-cognition, and then the author put forward the course and the significance of this study. In the second part the author discusses the relationship between self-regulated learning and meta-cognitive monitoring. First the author defines the concepts. The concepts of meta-cognition, meta-cognitive monitoring and self-regulated learning have been illustrated in details; Then the author analyzes the relationships between self-regulated learning and meta-cognitive monitoring, and also discusses the functions of meta-cognitive monitoring in self-regulated learning. The author believes that: the self-regulated learning can't work without meta-cognitive monitoring. The regulative function of meta-cognition runs through the whole process of self-regulated learning, and it affects the result of self-regulated learning. The third...