A Study On Current Situation Investigation And Instructional Design Of Maths Self-regulated Learning Of High School Students

Self-regulated learning is a way of study that is advocated by curriculum reform recently, which reflects the basic idea of learning all life, one main task of modern teaching and research is to improve the students’ability of self-regulated learning. Owing to all kinds of factors that can influence it, it is the common phenomenon that students have lower ability of self-regulated learning in the school. Therefore the paper, against this phenomenon, carries on the systematic research for the self-regulated learning of math of the senior high school students.The paper uses three research methods:literature analysis, comparative law, survey,it investigate the current situation and research the instructional design for the senior high school students’ability of self-regulated learning of math, which divides into3parts:Part one defines the connotation of self-regulated learning through the literature analysis, it analyzes the meaning of self-regulated learning in the math learning, then summarizes some achievements of self-regulated learning and something relevant to this study at home and abroad, In addition, researching the thesis on self-regulated learning of math by means of comparative law can make us understand the research progress of self-regulated learning of math in China, meanwhile, it can determine the research direction of this study.Part two investigates the current situation for senior high school students’ability of self-regulated learning of math through questionnaire and interview, it reaches some conclusion by way of questionnaire, as follows:1The overall level of senior high school students’self-regulated learning of math is not high.2The situation of learning motivation is more optimism than learning strategies for the senior high school students.3It exists significant differences on some factors like the intrinsic goal, the self-efficacy feeling, study summary, learning anxiety between high-standard schools and constructive high-standard schools.4It exists significant differences on some factors like the intrinsic goal, the meaning of learning, the self-efficacy feeling, study summary, learning anxiety and learning management between boys and girls.5some factors like the extrinsic goals, learning plan, study summary, learning management and learning evaluation can change regularly with the growing of grade. Through the interview and survey, we find out some factors that can influence the self-regulated learning of math of the senior high school students,such as the math knowledge, the motivation of math learning, the tactics of math learning and math teachers.Part three on the basic of result, taking scaffolding teaching theory and anchored teaching theory for example, it conducts the teaching design on the self-regulated learning of math, so as to illustrate the design of teaching thinking on the self-regulated learning of math, at last, it puts forward some suggestions for launching the teaching design on the self-regulated learning of math.