Study On Self-regulated Learning Of Biology Teachers In High Schools Of Guiyang

Self-regulated learning of teachers is the key to innovate the new round basic educational curriculums and the basis and premise of teachers'professional development. In order to understand the status of self-regulated learning of biology teachers in high schools of Guiyang in the context of the new curriculum, the self-regulated learning of 147 biological teachers in demonstrated senior schools, general senior schools and secondary schools in the town were investigated.1. Through consulting and analyzing relative literatures about domestic and abroad self-regulated learning, and the good viewpoints about defining the self-regulated learning of teachers were put forward.2. Through the comparision between literature summarizations and conducting entry gotten by interviewing and based on determing appropriate authorized principles of self-regulated learning scales of biological teachers in high schools of Guiyang, the self-regulated learning scales, which contained learning motivation, learning content, learning methods, learning processes and 50 conducting describing sentences, were authorized. Through Cronbach's a-Coefficient, Split-half Reliability and Construct Validity, the reliability and validity of authorizing scales were reviewed. The results showed that self-made scales had much higher reliability and validity, which can provide reference for the testing and evaluation of self-regulated learning of biological and nonbiological teachers.3. The data investigated were analyzed by using groping factors t-test, one factor variety analysis and so on. The results showed that the self-regulated learning of the three kinds of schools were of great significant difference in learning motivation and learning process. The learning motivation, learning contents, learning process and learning methods of female and male teachers were of little significant difference. The learning motivation of the teachers in different teaching ages was significantly different. The learning contents of the teachers of different academic qualification were of significant difference and the learning methods were of great significant difference, which were analyzed and discussed strictly.4. According to investigating results and on the basis of the total appraising of self-regulated learning of biological teachers in high school of Guiyang, some suggestions to improve self-regulated learning of teachers in high school were put forward.