| Developing the abilility of self-regulated learning and making students "learn to learning ", have always been important in the pursuit of educational practice, even be regarded as the highest level of education. Special arrangements of the teaching system, make students'learning actiities have a large space and a lot of freedom. Self-regulated learning increasingly has become a major learning styles, and also has become a worthy of study educational phenomenon.This paper argues that the current research of self-regulated learning follows three deficiencies:(1) The theory is based primarily on the Western study, the applicability in China is a question. (2) Self-regulated learning for the curricular and extra-curricular areas have not yet divided, and current research focused on primary/ secondary school students, and college students in language learning. (3) The current research lack empirical research, mostly are normative, so the self-regulated learning guide is general, the targeted and the operational are not strong.This paper focuses on undergraduate extra-curricular self-regulated learning, extra-curricular self-regulated learning is not only an important part of undergraduate self-regulated learning and also an effective way of developing their learning ability. At the same time, from the perspective of talent training, Enhancing undergraduate extra-curricular self-regulated learning, is both an essential element of university education and an important mean to cultivate innovative talents, benefit students from school education to promote lifelong education change.This study used a combination of quantitative and qualitative methods, Through the questionnaires of Fudan University 400 undergraduates, and the depth interviews of five undergraduates, from the attitudes, strategies and evaluation of multiple dimensions to grasp the learning situation. Combined with data analysis, summarized the basic characteristics and main factors of self-regulated learning, the main conclusions are:(1)The overall situation of Fudan University undergraduates is good, more than half of the students in self-regulated learning have shown positive. (2) The differences of gender, discipline and grade have no significant correlation with self-regulated learning performance, but the sophomore students in the learning strategies scores are lower than other grades, this probably because they slack off in study.(3) The students of different family growth environment show a significant difference in the situation of learning attitude and evaluation.(4) The results of interviews show the interviews have higher self-regulated learning scores than the ordinary students, they could use some learning strategies, but most are a continuation of the previous study habits; and for help in learing strategies, the Tendency to the students for help is significantly higher than the tendency to the teacher for help. On the basis of theoretical analysis and investigation, this paper further construct the guidance strategy of undergraduate's self-regulated learning, specifically a total of 4 points, firstly they should correct attitude towards learning; secondly they should extend self-regulated learning Strategies; thirdly, they should learn to conduct self-regulated learning reflection and evaluation;at last they should join in more research and innovation activities. The paper makes students, teachers and school know the situation about extra-curricular learning and development, survey results have an important role, for students it can help to do reflection and improvement, for teachers,it can help to do study counseling,and for school, it can help to do teaching management.The innovation of this paper lies in putting this growth environment (rural, urban, small cities, big cities) as a self-regulated learning ability to consider a dimension, and this paper has some important findings, and make tentative explanation or hypothesis of possible explanations in significant dimensions of the differences. |
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