A Study On Cultivating Students' Self-regulated Learning Ability In Biology Teaching Under The Background Of New College Entrance Examination

The concept of “learn to learn” has been widely concerned by scholars since it has been put forward and has become an important topic in today's education sector.To uphold the concept of cultivating students “learn to learn”which is put forward by the new curriculum reform,the new college entrance examination reform in Zhejiang province stresses the effective reduction of compulsory class and comprehensive strengthen of elective class to offer more learning options to students.in this context,the walking class management comes into being.As a way to break the traditional management,the walking class management requires students to become their own learning master to get better biology test scores.This paper first designed an effective model of self-regulated learning ability on the basic of the level of students' self-regulated learning ability by investigation method and the training modes of self-regulated learning ability both at home and abroad,that is,the spiral progressive self-regulated learning model,an open model including strengthen students' motivation,create more suitable situation for students and establish reasonable teaching objectives,strengthen the self-monitoring training and guide students to take evaluation,this model is also a circle model.Then we designed the self-regulated learning mode in Biology on the basic of spiral progressive self-regulated learning model,and then,we took the spiral progressive self-regulated learning mode into the quasi-experimental research.The objects of the quasi-experimental research are fresh students in two parallel classes in a high school in Hangzhou.The teacher is required to design biological teaching instruction by spiral progressive self-regulated learning mode in the experimental class,meanwhile take the traditional teaching mode in the control class.After a semester of differentiated biology teaching training,students in the experimental class show higher self-regulated learning ability than that in control class.The results of this research are as follows: students' self-regulated learning ability is related to their biological test scores.However,the measured students' self-learning ability as a whole is not high.After training by spiral progressiveself-learning mode,the performance of the students in the experimental class is significantly higher than that in the control class in time management autonomy dimension,learning results evaluation dimension,and the environmental control dimension.This study puts forward the following suggestions for cultivating students' self-regulated learning ability in biology teaching under the background of new college entrance examination: Firstly,teachers are expected to strengthen students' motivation in the expected stage of students' self-regulated learning.Secondly,teachers are expected to create more suitable situation for students and establish reasonable teaching objectives in the expected stage of students' self-regulated learning.Thirdly,teachers are expected to strengthen the self-monitoring training in the implementation stage of students' self-regulated learning.Fourthly,teachers are expected to guide students to take multi-dimensional evaluation in the reflection stage of students' self-regulated learning.