Research On The Cultivation Of The Middle School Students’ Self-regulated Learning Ability In Biological Teaching

The definition of self-regulated learning was proposed in the early1960s. Westerneducationalists began to advocate that the ultimate goal of education was to cultivateleaners’ responsibility for learning. So far, there is extensive research on self-regulatedlearning both at home and abroad.Along with the ongoing reform of new curriculum, there are some new requirementsfor the classroom teaching pattern and study methods. Previously, the principal studymodel was cramming, students didn’t have chance to dominate their time. Actually, thismodel hardly can keep pace with the development of time. At the same time, more andmore study models appear, among them, self-regulated learning is the study model whichmany scholars devoted to. Although many scholars research and practice on manydisciplines, research on self-regulated learning in the field of biological teaching in middleschool is rare. The author believes that study on self-regulated learning of students isvaluable and meaningful under the teaching environment in middle school.In this study, using a questionnaire survey, we first investigated students in order to befamiliar with their current study methods. Then, by the using of guidance case, the changeof classroom teaching approaches, the launch of interest group,Concept map teaching andrelated facts, the capability of students’ self-regulated learning was cultivated. Our resultshows that self-regulated learning was improved to some degree. For instance, inexperiments, to a certain extent, students’ independent capability of experimental designand problem solving ability were enhanced, the capacity of self-regulated learning wascultivated. Certainly, there are some problems in the research process, such as theexperiment time was a little shorter, whether there are other alternative methods tocultivate students’ ability of self-regulated learning, and so on.