Study On The Undergraduate's Self-regulated Learning: Investigation And Guidance Tactics

With the coming of 21 century,self-regulated learning is extremely concerned by many scholars and teachers,becoming a hot academic topic.With the dawning of the knowledge economy and information society,it is becoming the most basic content of modern quality education in universities to teach students how to learn and how to obstain self-regulated learning ability,which is also an important approach to cultivate the innovated and talented persons.However,the current study object about self-regulated learning focused on primary and secondary school students among the information retrieve.From the research point of view,the self-regulated learning study of college students focused on the two aspects,which are impacting factors and the methods to obtain the ability of self-regulated learning.Betweening the self-regulated learning'guiding strategies,mosts are empty talks or talks of everything.The variety of solutions are superficial,which are hard to operate and difficult to guide the practice.For reasons above,this research put up the following investigation,which contains two surveys,one is the status quo of college students' self-regulated learning,the other is the status quo of guidance about the self-regulated learning.The investigations are aimed to collect the information about the specific situation of college students' self-regulated learning and the status quo of learning guidance in universities.On the basis of the two surveys,this research summarized and analyzed the related theory,then advance the guidance strategy.This study developed a college students'self-regulated learning questionnaire and the guidance of self-regulated learning questionnaire.The research surveyed two key Universities in the Chongqing region,which are separatedly the Southwest University and the Southewest university of political science and law.And 700 college students of two univisities took part in the questionaire survey.The outcomes of the status quo about College studuents' self-regulated learning are:Firstly, college students' self-regulated learning is in good condition as a whole,more than half of the students performed well.Secondly,among the grades,the higher grades performed evidently better than lower grades.Among the professionalsand gender,there are differences in all aspects of the self-regulated learning,but there are not significantly good or bad.Thirdly,in the current situation of college students' self-regulated learning,there are problems that can not be ignored.The first one is that after-school activities were arranged generally unreasonably.The second one is that the choice of the learning contents was generally more utilitarian.The third one is that college students wasted much time on the network everyday,engaging in activities unrelated to learning.The forth one is that the whole college students could not formed the habit of metacognition.The outcomes of the status quo of guidance regarding College students' self-regulated learning are:firstly,the universities in Chongqing area have guidance awareness.However,specific activities and measures were limited to only one-third of the department and grade,which needs to be further expanded.Secondly,most of the teachers have guidance consciousness,but the forms of theguidance were too much traditional and single,and they pay more attention to the learning conception and methods in the guidance content,ignoring the using skills of time and resources.Most teachers only guided in the subjects that they teach.Thirdly,one-third of undergraduates were unsatisfactory with the guidance provided by universities and teachers.Fourthly,the common questions emerged among four grades students in the self-regulated learning process,one is confusion,which they study without the sense of direction;the other is that they had a poor self-control,lacking good self-regulation and perseverance.Under plently commonding the actual situations of undergraduate's self-regulated learning and learning guidance,this research sumed up the preliminary guidance theory of self-regulated learning.Then this research definitely indicated that the undergraduate's self-regulated learning could not depart from the teacher'guidance.The theory mainly set forthed how to correctly handle the relationship betweem autonomy and guidance in the self-regulated learning.And it pointed out the guidance goals,which is "learn gladly," "able to learn " and "learn to be profoud ".And it pointed out the princeples which teachers must to abide by in the guidance process.It is " the principle of targeted " "the principle of emotional care" and "the principle of unity of Science and Art"On the basis of theoretical analysis and investigation,this research construct guidance strategy of undergraduate's self-regulated learning.Guiding strategy was made up of four facets.For one thing it is the preparatory work before guidance,for another it is the tactic of self-identification, self-selection tactic,the tactic of self-reflection.At the same time,aiming at the different status quo of self-regulated learning in all grades and professionals,this research especially pointed out the essentials in the use of the guidance strategies.Finally,in order to enhance udergraduate's self-regulated learning ability and improve the current study guidance in universities,the research put forward some practical measures and suggestions towards teachers and colleges,hoping that Schools and teachers could provide a better external environment for students'self-regulated learning,And the situationg of the self-regulated learning could be improve apparently..