Strategy Research On Self-regulated Learning Based On Metacognition In High School Chemistry

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 metacognition plays in learning. How to exert the metacognitive 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 and self-regulated learning, then proposes some important strategies that can be used to train the students' ability of self-regulated learning.The dissertation consists of six chapters.Chapter one is an introduction. In this part the author analyses the significance mainly from three aspects: the development of society, the development of education reform and the individual development. Then the author presents the status quo of studies on self-regulated learning and the problems that exist.Chapter two discusses the relationship between self-regulated learning and meta-cognition. First the author defines the concepts. The concepts of self-regulated learning and meta-cognition have been illustrated in details; Then the author analyses the relationships between self-regulated learning and metacognition, and also discusses the functions of metacognition in self-regulated learning. The author believes that: the self-regulated learning can't work without metacognitive monitoring. The regulative function of metacognition runs through the whole process of self-regulated learning, and it affects the result of self-regulated learning.Chapter three discusses the characteristic of chemistry study and the role of metacognition in chemistry study.Chapter four is about how to train students' ability of self-regulated learning. According to the role of metacognition in self-regulated learning ,the author, correspondingly, proposes some strategies to cultivate the students' ability of self-regulated learning . For example , how to stimulate students' learning motive; how to improve the students' planning ability; how to foster students' regulative ability ; how to raise students' self-evaluation and the ability of self-reflection and how to optimize the use of resources and so on.Chapter five is the experimental part, that is, in high-school chemistry teaching , metacognitive strategies are used to develop self-regulated learning ability of students. Its' implementation includes the following three aspects:1.Metacognitive strategies are used to culture students' self-planning, self-monitoring, self-evaluation habits and capacities during the whole chemical process of learning (before-classes, classes, after-classes).2. Through problem-solving, the capability of students' thinking monitoring is cultivated, the initiative of self-regulated learning is also enhanced.3. students' self-evaluation and regulatory capabilities can be trained by using diagnostic examinations,The result of the study shows metacognitive drills can culture students' self-planning, self-monitoring, self-evaluation capacities. thereby, the awareness and ability of self-regulated learning is improved.Chapter six analyses the role of the teacher in the self-regulated learning, so that teaching and learning are naturally united in self-regulated learning.In brief, self-regulated learning emphasizes learners' subjective status, also it attaches importance to individual's subjective initiative. Whether self-regulated learning succeed or fail lies mainly on the height of the regulative ability of metacognitive monitoring. Only when the individual plans, monitors and adjusts effectively during the process of self-regulated learning, can the self-regulated learning show its inherent essential meaning. That is the learning which the individual regulates initiatively.