Research On Self-Regulated Learning And Academic Achievement Of Middle School Students In The Flipping Classroom

In recent years,flipped classrooms have received extensive attention in the context of information-based education and new curriculum reform.Researchers have begun to explore the application value and learning effects of flipped classrooms in colleges and universities.However,few studies have involved the flipping effect of middle school students.In this study,332 students from a middle school in a Wuhan city were selected to study the effects of filpped classroom on students,academic performance and self-regulated learning ability.According to the teaching arrangement,the class to be tested will be divided into reverse focus classes,reverse non-key classes and traditional non-key classes.The study examines academic achievement in English based on semester test scores that are arranged by the school,examines self-regulated learning ability using a self-adjusted learning strategy questionnaire,and collects classroom perception questionnaires to obtain students’ perception feedback in different classrooms.The research results show that:(1)There is no significant difference in self-regulated learning ability including self-efficacy,cognitive strategies,metacognitive strategies,academic emotion regulation,and cooperative learning strategies.This may be due to short-term students’self.The development of adjusted learning ability has not been fully demonstrated,and observation and analysis are needed in more long-term teaching experiments;(2)In the relationship between flipping the classroom and academic performance,the study finds that students of flipping key classes and non-key class’s posttest English scores Significantly higher than traditional classes,there is no significant difference in post-test English scores between flipping key classes and flipping non-key classes,indicating that flipping classrooms can effectively improve students’academic performance;(3)In classroom perception evaluation,research find that there are significant differences in motivation,effectiveness,investment,and satisfaction perceived by students in flipping key classes,flipping non-key classes and traditional classes,and the motivational awareness of flipped focus classes and non-key classes is significantly higher than that of traditional classes.The effectiveness,investment,satisfaction with the classroom,and traditional classes of key class students are significant There is no significant difference between the students who flipped non-key classes and the students in the traditional class.This indicates that the students felt more motivation to learn in the flipping classroom,and the learning was more proactive.In terms of self-efficacy,learning input,and course satisfaction,the key classes Student feedback is more positive than non-key class.