Research On The Driving Model Of High School Students' Geographic Autonomous Learning

Under the background of learning society,self-regulated learning has been a hot research topic in the field of Educational Psychology.In 2001,The Chinese Ministry of Education promulgated "The outline of basic education curriculum reform" to promote self-regulated learning.The outline repeatedly explained and emphasized the importance of developing the self-regulated learning ability,and expressed the expectations and urgent needs for the self-regulated learning in basic education stage.Under the opportunity of implementing the basic education curriculum reform,many domestic scholars' enthusiasm of researching self-regulated learning is unprecedented,which has been made some progress in theoretical and experimental research of Self-regulated learning.However,the majority of domestic scholars who research self-regulated learning in geography focus on the discussion of self-regulated learning's teaching mode and the application strategies of self-regulated learning in geography class.They pay close attention to fostering students'ability of self-regulated learning and theoretical analysis and empirical summary and so on.On the whole,there is a strong subjectivity in the research on geographical self-regulated learning,which relatively lacks of quantitative analysis and empirical research.The research explores the factors on influencing students' geographical self-regulated learning through quantitative analysis,in order to revealing the key factors which affecting on senior high school students' geographical self-regulated learning ability and the relationship between them.And then it may provide a powerful data support for the methods and strategies of the cultivation of self-regulated learning in geography.At the same time,this research can enrich the existing study of geographical self-regulated learning,and provide more references for the cultivation of students' self-regulated learning ability in geography.Firstly,according to the psychological theory and the existing research conclusions,this research sums up the main factors of the influence on the self-regulated learning of senior high school students in geography,and on this basis the initial theoretical model is constructed.And then,a questionnaire is designed according to the main influence factors selected and the needs of this research.From March to May in 2016,the author conducted a survey of the geography learning situation among 508 students in Grade 1,grade 2 and grade 3 in a provincial demonstration high school in Xinxiang of Henan Province..The survey is divided into two parts to collect data.One part of the sample data is used to test the reliability and validity of the questionnaire,and revised the questionnaire.The confirmatory factor analysis was performed to use the other part of the sample data to measure and test the structure of the latent variables.Then the survey uses covariance structural equation modeling to identify,estimate,test and modify the theoretical model.Finally,we can get the well-formed geographical self-regulated learning model of influencing factors and the actual situation of higher fitness.The main conclusions are as follows:(1)The key factors of affecting students' self-regulated learning ability in geography are geographical learning value,goal setting,self-efficacy,learning attribution,regulation and persistence,geographical learning strategies and learning environment supporting.They have positive effects on students' self-regulated learning ability in geography;(2)Different factors have different effects on the ability of self-regulated learning in geography.The effect of the total from high to low is:self-efficacy(0.8430),learning strategies in Geography(0.8000),geographical learning value(0.6288),learning attribution(0.5949),regulation and persistence(0.5700),goal setting(0.5217)and the learning environment supporting(0.4320);(3)The different effects have different specific influence path on the self-regulated learning ability.Among them,Self-efficacy,geographical learning strategies and regulation and persistence have a significant direct impact on self-regulated learning,and then goal setting,geography learning value,learning attribution,learning environment supporting and so on,have indirect influence on the geographical self-regulated learning through the two mediating variables of geographical learning strategy and regulation and persistence.The goodness of fit of the final structural model is good.It not only reveals the influence factors of high school students' self-regulated learning in geography,but also displays that has a stable relationship among the factors.It also has some enlightenment to improve students' self-regulated learning ability in basic education practice.On this basis,the author puts forward some corresponding practical strategies to improving the ability of self-regulated learning in geography.The innovation of this research is mainly reflected in the innovation of methods and research perspectives.It adopts the advanced structural equation modeling,which makes up for the defects of the traditional multivariate analysis method.From the perspective of empirical analysis,it clarifies the main factors on influencing the self-regulated learning of senior high school students in geography,which is helpful to promote the development of quantitative research in this field.However,this research also has some shortcomings in the methods of investigation,sample collection and other aspects.If the manpower and technology resources are sufficient,the follow-up research can expand the scope of the sample,and adopt real-time situation measurement technology to collect data,and then result to further improvement on the relevant research.