High School Chemistry Theoretical Knowledge Of Autonomous Learning Strategy Research

To the student, the period of senior high school is important time of forming self-regulated learning ability, and self-regulated learning strategies level decides the height of students’self-regulated learning ability. Therefore, taking theoretical knowledge of knowledge which is foundation of chemistry and difficulty of teaching-learning as breakthrough point, we investigated the level of senior high school students’self-regulated learning strategies and the influential factors of senior high school student. Hope our results can have help in enhancing learning effect of senior high school student studying theoretical knowledge of chemistry and the ability of senior high school students’ self-regulated learning.By means of questionnaire survey, interview, verbal reports and behavior observation and so on, we investigated the current situation of senior high school student using self-regulated learning strategies and the factors of affecting choices and application of self-regulatory learning strategies.The study results as follow:(1)As a whole, senior high school studenta have had certain self-regulatory strategy level. There exists no remarkable difference between boys and girls in the use of total strategies and cognitive strategies metacognitive monitoring strategies and resource management strategies. But girls’ score is significantly higher than boys’ in terms of self-regulation of metacognitive strategies.(2) The characteristics of Senior high school students applying self-cognitive strategies are diversified and tendentious. They mostly use goal orientation strategy in the phase of information acquisition; in the stage of information professing, mainly use analogy and concept maps strategy; firstly choose key-word strategy to remember information; association-recall strategy is more used in the phase of retrieving information.(3) Senior high school students have had preliminary ability of self-evaluation and self-regulation, but their level of ego orientation is still needs to be intensified.(4) Senior high school student has had certain capability of using resource, but the level of managing time is low.(5) There is striking difference in the employment of total strategies and its’ each dimension between grade one and grade two of senior high school, grade twos’ score is higher than grade ones’.(6) There are many factors affect students’ self-regulated learning strategies level. During the investigating, it is founded, in students’ theoretical knowledge of cmenistry learning, students’ knowledge foundation, students’ self-regulated level, the invests of student studying chemistry, learning material and students’ cognitive style and so on will have some effects on students’strategy level, strategy selection and strategy application.We think these means will help student to improve their self-regulated learning strategy level of studying chemistry, for example:utilizing suitable studying material to enhance students’ initiation of employing self-regulated learning strategy, establishing good teacher-student relation to intensify enthusiasm of student participating classroom study and coaching student how to use learning strategies.