The Intervention Based On Education Drama In High School Students’Self-regulation Learning

Education is the important foundation of the stage of the career, and the stage of the high school was completed on the basis of nine-year compulsory education, is to further improve the quality of basic education. Learning problems directly related to their studies or even affect their lifelong development, so students learn effective regulation, improve learning ability, become one of the students, teachers, parents generally concerned.In the process of learning, self-regulated learning is that learners use the effective cognitive, motivation and emotional control strategies, and do the best to use motivation to achieve certain learning tasks. Whether students in learning effective self-regulation, is the key factor in academic success.High school students, in the transition of middle school to high school,facing the status of learning environment, learning and teaching mode changes, in order to better help students adjust to high school. Education drama as a relatively new form of intervention, has its own unique aesthetic, seem to protect, poetic and trigger functions fine experience, can target specific content, the content of experience expressed through body gestures, which to enhance students’self-regulated learning practice laid the foundation.Therefore, the experimental group of30subjects were implemented for a period of three months of educational drama intervention. Drama in Education from the self-efficacy intervention programs, cognitive strategies, cognitive strategies, external motivation, academic emotion regulation strategies, intrinsic motivation, cooperative learning strategies designed seven dimensions. Students using a questionnaire on self-regulated learning strategies to assess the effect of the intervention, study results showed that:(1) post-test scores in the experimental group were tested in self-efficacy, cognitive strategies, cognitive strategies,external motivation,academic emotion regulation strategies, intrinsic motivation, cooperative learning strategies, the scores were significantly higher than pretest scores.(2) the pre-test, the experimental group and control group students’self-regulated learning strategies in the questionnaire score there was no significant difference; After the intervention, the experimental group students’self-regulated learning strategies questionnaire scores were significantly higher than the control group’s scores.By observing the main trial, with teachers, students and the related interview questionnaire data analysis, the study concluded that:First, through the intervention education drama training, can effectively improve students’self-regulation learning ability.Second, through the intervention education drama training, can significantly improve the students’learning self-efficacy, the learning ability of the students to know more objective.Third, through the intervention education drama training, can obviously improve the student on their own internal motivation and external control of the learning environment.Fourth, through the intervention education drama training, can effectively improve students use learning strategies, cooperative learning strategy, ability and emotion regulation strategies.So the intervention of the scheme of education drama have a certain effect to improve high school students self-regulation of learning.