A Case Study To Promote Self-regulated Learning

The 21st century, obviously characterized with knowledge innovation and application, is known as the age of knowledge economy. With the fall of the age, people are faced with the rocketing expansion of a variety of knowledge, which inevitably requires people to change their traditional learning concepts and methods as well. The national latest edition of The Reform Outline of Primary Education Course has already clearly put forward that the learning methods of the students be changed and, under the guidance of the teachers, the students learn with their individualities. This is not only the requirement of the age but also the needs for individual development.Under the guidance of theories related to self-regulated learning, the author selects a junior middle school teacher as a case study and adopts qualitative research as the main method. The research is on the basis of obtaining the first-hand materials and data, including interviews with key figures before and after class, on-the-spot observation and records in class, and so on. In the course of the study, when finding out the shortcomings and problems in promoting students'self-regulated learning, the author discusses the situation with the teacher on the spot and helps him make certain improvement in his teaching, on the premise of avoiding too much intervention.By analyzing the information collected, this paper designs three cases centering on the cultivation of self-regulated learning strategy, guidance to setting learning goals by students themselves, and instruction in students'self-assessment and mutual assessment. The author hopes to show the practical teaching process in the discipline teaching whose aim is to promote students'self-regulated learning. Besides, with a combination of interviews with teachers and students, this paper introduces problems existing in teaching process. Finally, after analyzing the reasons for this, the author puts forwards some measures for teachers to improve their teaching. Meanwhile, four suggestions are given as followings: giving full play to teachers as guides who inspire by example; creating a student-centered teaching atmosphere; adopting specific teaching model; and discussing the initiative study by the Teaching and Research Group. It is hoped that the frontline teachers will deepen their understanding of self-regulated learning and apply their teaching to fostering and improving students'ability of self- regulated learning by making use of their teaching experiences and practice.