Comparative Study Of Self-regulated Learning In Chinese And American Junior High School Mathematics Classes

With the deepening of new curriculum reform, developing the students’ability of self-regulated learning and making it to be a lifelong skill are increasingly becoming the researchers’concerned perspective. In teaching practice, "active participation of students learning, develop independent study habits" has been recognized by many teachers. But whether the studies of PISA or news reports about Chinese students’ learning, it seems to be pointed out that Chinese students learning style is more rigid, caught in a passive learning and teachers are still in the center of the classroom. Foreign classroom is student-centered, students are respected and they have greater autonomy.View of this, in this paper, by using the methods of video analysis, the literature review and the other methods, make comparative study of the Chinese and American students’self-regulated learning in mathematics classroom of junior high school. From the perspective of students (motivation, learning strategies, cooperative learning, innovation, peer evaluation, etc.) and teachers (stimulate students’ motivation, guiding students’self-regulated learning, setting problem type, etc.), I developed a self-regulated learning analysis framework to observe and analyze the Chinese and American mathematics classes in junior high school respectively, in order to lay the foundation for further study.The thesis is divided into six parts:Chapter one firstly analyzes the origin of this study, and then define the concept of "self-regulated learning". Based on collection, sorting, analyze a large number of literature, make a review of researches on the theory and practice of self-regulated learning. Finally points out the significance of the study.Chapter two states the research design of self-regulated learning. Including research questions, research methods, research tools, and self-regulated learning analysis perspective. The main problem of this study is:what is the states of self-regulated learning in Chinese mathematics classes of junior high school? Especially in the teaching process, teachers and students dialogue, what kind of features? What kind of features in the American mathematics classes of junior high school? What is the difference between the two countries? These problems are mainly from teacher and student two perspectives to analyze.Chapter three describes the research process of self-regulated learning. Including the selection of samples, video transcription, coding. Self-regulated learning analysis coding is compiled on the basis of TIMSS and FIAS analysis coding, combined with the psychological factors about self-regulated learning. As a analysis framework to analyze Shanghai and American junior high school self-regulated learning situation.Chapter four and five, according to the data statistics, from two aspects of the teaching process, teacher and students dialogue analyze self-regulated learning situation. Study found that both Chinese and American teachers tend to ask factual knowledge, encourage students and make a detailed inquiry. Chinese teacher tend to ask students who raise their hands, American teachers are on the contrary. On detailed inquiry the number of American teacher asked is no more than Chinese teachers. American students ask questions is more than Chinese.Chapter six responses for the questions in chapter one put forward. Then states enlightenment obtained from this study, and reflection and limitations of this study. Finally several future researches are put forwards.