A Study On Mathematical Self-regulated Study And Current Situation Of High School Students

Now the society is developing rapidly, in order to adapt to this new situation, people must constantly improve their comprehensive quality, the formation of good habits for learning.In order to adapt to the rapid development of the society, people need to continuously improve their overall qualities and build good habits of continuous autonomous learning. Therefore, the purpose of education at school is no longer simply to impart knowledge. More importantly, how to get students to take the initiative to learn so as to enhance the competitiveness of the students and make them better face the future should be stressed. Therefore, lifelong learning and self-regulated study have become indisputable trends. High school mathematical curriculum also advocates active learning. With the reform of the new curriculum and the college entrance examination, autonomous learning has become an important part of the education and higher requirements have been made for it. But in the process of the specific implementation of high school mathematical teaching, there are some problems existing in the performance of students’autonomy with little effect.To solve these problems, the following researches are carried out in this thesis:Firstly, literature review is made to study the research situation and theoretical principle of self-regulated study both at home and abroad; secondly,"Self-regulated study questionnaire of high school mathematics" is worked out as the Student Questionnaire and the subjects are students in L secondary school in Shanxi; Finally, based on the investigation, some students and teachers are interviewed. Through the investigation, the following conclusions are reached:(1) The overall level of high school students’ mathematical self-regulatedstudy in this school is not high;(2) Grade and the level of mathematicalself-regulated study is positively correlated. There are significant differences inmotivation, learning setting and self-regulation in different grades;(3) In termsof gender, there is no significant difference between the overall level ofself-regulated study and gender. But there are significant differences in contentselection, emotional regulation, self-reinforcing and self-regulation in terms ofgender;(4) There is no significant difference between the arts and sciences andthe overall level of high school students’ mathematical self-regulated study.There are significant differences in interest, attribution and self-evaluation interms of the arts and sciences;(5) There are significant differences betweendifferent grades and the overall level of self-regulated study. The higher thegrades is, the higher the level of self-regulated study is;(6) In addition, it can beconcluded through interviews: original mathematical knowledge, mathematicalmotivation, self-regulated study time, mathematical strategies andmathematical teachers are the main factors of high school students’self-regulated study.The following suggestions are put forward concerning the above problems:(1) To stimulate the motivation of self-regulated study and develop theawareness of self-regulated study;(2) To establish appropriate learning goals;(3) To reasonably allocate the learning time;(4) To develop the capability ofself-monitoring;(5) To effectively make use of learning resources around;(6) Tochange teachers’ teaching concepts and teaching methods.