Survey And Analysis Of Self-regulated Learning Of Biology In Senior High School And Its Implementary Strategy

It has been eight years since the eighth curriculum reform started in September 2001. The significant characteristic and primary goal of this curriculum reform lies in the transformation of pupils' learning style, which means that single and passive learning style should be transformed into those can make students learn independently and actively. In order to research on the mode of self-regulated learning, this paper is divided into five chapters.The first chapter focuses on the background and literature review. Firstly, we analyze the causation of advocating self-regulated learning, and think that self-regulated learning is the significant characteristic and primary goal of this curriculum reform. Then we summarize the history and actuality of those foreign and domestic researches on the idea and practice of self-regulated learning. Finally, by expatiating on theoretic study on self-regulated learning during the course of carrying out the new curricula, we think that self-regulated learning is a kind of want to learn, can learn, and specialize in learning which is derived from internal motive of self, and its fundament characteristic is the initiative, independence, self-control of students when they study.The second chapter includes the survey and analysis of how those senior high schools biology teachers comprehend the self-regulated learning. The results show that although teachers think self-regulated learning is very important, they don't practise the idea of self-regulated learning in their routine teaching activities. Many teachers cannot realize fully the important roles of them play in practicing self-regulated learning. A lot of teachers worry about that self-regulated learning will hinder the improvement in subject achievement. According to long-term teaching practice, author analyze why some teachers can't understand self-regulated learning fully.The content of the third chapter is about the survey and analysis of actuality of students' self-regulated learning in senior high schools. The paper investigates the survey from two aspects. One is the influence of the characters of self-regulated learning on subject achievement. By using software stata 9.1 to deal with those effective questionnaires, we find that some primary characters of self-regulated learning such as initiative, independence, self-control are all correlated with subject achievement significantly and positively. The other is the analysis of actuality of students' self-regulated learning in senior high schools. The results indicate that although teachers think that students are able to realize the requirement of self-regulated learning, some of them are lack of fundamental abilities to studying independently. The author thinks that the principal causation is students gradually lose initiative spirit and positive attitude owing to traditional teaching which pays more attention to examination and neglects the development of students' abilities.Three very important problems should be resolved urgently are investigated in the fourth chapter. Firstly, many teachers don't comprehend the concept of self-regulated learning although they have fully realized the significance of it. Secondly, in teaching practice, some teachers only pay attention to results while neglect the process of exploring knowledge and the development of students' abilities, which doesn't conform to the requirement of new curriculum reform. Thirdly, lots of pupils have no plans for learning, they cannot choose learning strategies consciously, and they are also not able to effectively use every kind of social resources to facilitate their studies. The paper put forward some strategies to deal with above-mentioned problems: improving current mechanism of teachers and students' evaluation, optimizing the classroom structure, enhancing cultivation of abilities to studying independently, strengthening instruction of strategies of learning, teachers should study theory intently, and improve abilities to transform knowledge into teaching practice by thinking over teaching.The chapter 5 comprises a summary and outlook for the future research. This paper doesn't investigate differences of students in three schools surveyed in ability to study independently, as well as the cause of these differences, which are very important subjects of author's future research. In addition, in the future research the author will probe the pattern of self-regulated learning which fits teaching in biology in senior high schools according to teachers and students' real situation.