| The future society, which will be a learning-type one, requires people acquire, apply and create new knowledge independently. So self-determination learning will be one of the most effective way of learning to adapt this learning-type society. The main purpose for this thesis is to research the approach and access of instruction for self-determination learning.Self-determination learning is the self-regulated process or ability of learners to determine learning goals, make learning plans, choose learning strategies, monitor learning processes, and evaluate learning results voluntarily. It requires students determine goals, make plans, and prepare details before learning activities, do self-monitor, self-feedback, and self-regulation according to the learning processes and learning strategies in the learning activities, make self-check, self- summarization, and self-evaluation to learning results after learning activities.On the bases of existed research, we define self-determination learning as three phrases: (1) Planning phrase. In this phrase, students set learning goals that are adapted to themselves according to the detailed learning tasks, select learning strategies according to the goals, structure the possible methods to resolve problems according to learning strategies, and design the time for tasks finishing. The sense of self-efficiency affects the students of the setting of learning goals and select of learning strategies. (2) Implement phrase. In this phrase, students implement the chosen learning strategy according to the plan and finish learning tasks. Monitor on metacognition is very important in this phrase, and the focus of monitor is to evaluate the effect of the chosen strategy. Students have to think carefully about how the solving procedures are processing, and consider whether these procedures are fitting to finishing the subsequent procedures. They have to pay attention to the effects of various chosen strategies and amend the strategies according to the feedback information. (3) Evaluation phrase. In this phrase, students should evaluate the accordance between learning strategies and learning goals, and the efficiency of learning strategies through reflection. They also should evaluate the rationality and correctness of their learning results after finishing learning tasks. This kind of reflection can increase the comprehension to knowledge and conform new strategies and abilities.Self-determination learning is the integration of cognition, motive and emotion. Learners with strong motive would use various strategies to solve actual issues. Self-determination learners have four features: (1) Self-determination learners would like to set challenging learning goals and prepare plan to reach the goals. (2) Self-determination learners can select their learning strategies freely and can carry effective monitor on the whole learning process. (3) Self-determination learners can evaluate their learning process correctly. (4) Self-determination learners value the reflection to learning processand emphasize learning on metacognition level.We could promote students to learn self-determinatively from macroscopic and microcosmic aspects. In macroscopy, we should structure the teaching model which is useful to students self-determination learning, outstand the process of student's self-determination learning. In microcosm, we should promote self-determination learning in certain aspects in students' learning activities.To promote self-determination learning, issues bellow should be concerned: (1) Inspire students with learning motives. There are many factors that affect learning motives thereinto the sense of self efficiency exerts the most important inspiring function. If individual has more sense of self efficiency, he or she may believe he or she has the ability to instruct and control his or her emotions, motives and behaviors, therefore generates stronger learning motives, and chooses challenging goals. (2) Teach students with sufficient learning strategies. (3) Promote stud... |
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