| Self-Regulated Learning theory, as a new development of cognitive learning theory, is now growing in popularity in the west. It offers a new perspective to recognize education and teaching.Currently, physics teaching in middle school is mainly guided by behavioral learning theory. It may adapt to classroom teaching for the purpose of imparting knowledge, which makes students unable to fully exploit their subjectivity, and their Self-Regulated Learning ability has not been exposed to effective training.Students feelings for learning have not been really mobilized, and they lack innovation spirit and the ability to solve practical problems independently. In the learning Society of the new century, only the learner-type students who have independent developing abilities could adapt to the demands of society and create the future. Therefore, it is required to cultivate students'Self-Regulated Learning ability in physics teaching.This paper investigates the present situation on Self-Regulated Learning ability at home and abroad, and illustrates that the research status of Self-Regulated Learning ability has very profound historical origin. Through theoretical analysis of the connotaion of the Self-Regulated Learning ability, this paper focuses on the feasibility of Self-Regulated Learning ability training in high school physics teaching. Then through investigation into the phenomenon of valuing knowledge instead of ability training in present physics teaching, the author puts forward several learning strategies based on teaching theories. Finally, by citing a senior high school physics class"Force of Decomposition"as an example, this paper introduces the process, results and theoretical analysis, probing the physics teaching practice in theory and Self-Regulated Learning experience in reality for the future development of the new curriculum. Thus, this paper provides valuable information and practical data for middle school physics teaching.
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