A Case Study On The Process Of Student's Self-Regulated Learning In Classroom

Under the background of the reform of education,our country put forward the core compentency as a goal of curriculum and insturction in 2016."Learning to learn",as one of the core compentency standards,become an important indicator to cultivate students.Therefore,the study on learning,especially the self-regulate leanrning in the learning society,has become a research hotspot.For a long time,however,most studies of self-regulated learning focus in the field of psychology,the main research content includes psychological structure and mechanism in the process of selfregualted learning and the influencing factors,learning strategies and so on.But as self-regulated learning experts Zimmerman said,the students' self-regulated learning process the class contexts and the micro-analysis on students regulated learning cycle three stages are still to be in-depth field.Therefore,this study aims to supplement on the one hand,theoretically Zimmerman micro-analysis of exploration in the selfregualted learning process,on the other hand to break the tmisunderstanding of selfrgulated learning,which treat self-rgulated learning is equivalent to self-study,students who have good grades will view to have self-regulated learning ability;In practice the study is supposed to put forwardl the learning strategies and teaching suggestions of self-regulated learning in the different class contexts,in order to develop students' independent learning ability.It will have certain reference value to the development,at the same time to the teachers' teaching reform,form and enlight to construct the relationship between teachers and students.This study used grounded theory research methods,chose X primary school as a case study field,which promote self-regulated learning and effective instruction.And then randomly selected 20 students from Grade five and Six as research subjects.The researchers conduct the classroom observation,depth interviewand,text of collection to collect data,and used Nvivo qualitative analysis software to conduct four steps coding.The coding data is subdivided into three research dimension: classroom learning situation type,degree of class self-regulated learning phase,the self-regulated learning steps.On the basis of three aspects,the theoretical analysis framework of thisstudy is formed.Then,based on the analysis of the grounded theory framework,the researcher conducted further practice exploration and analysis.Specific include(1)class autonomous learning situation analysis.Researchers combined with classroom activity and classroom observation,analyzed the problem of interaction situation,cooperative learning situation and task management situation of autonomous learning situation particularity.(2)Combining with independent levels,the papaer explore the specific situation of slef-regulated learning process.Particular problems included in interactive situation of passive answer,answer actively,the questioning phase of autonomous learning process analysis;In the cooperative learning in the division of labor,participant and collaborators autonomous learning process analysis;In the task management situation of dependent and independent model,external regulation task management analysis of the independent learning process.(3)Based on the perspective of social cognitive theory on self,behavior,environment,tresearcher illustrated and explained the ternary interaction in each class situationSupported from the framework construction of grounded theory research and the analysis of self-regulated learning process in inclassroom practice,the result of study summarize the the features of students' self-regulated learning process.Namely class self-regulated learning process is related to the learning process and learning situation;Class self-regulated learning process is a kind of self learning,behavior,environment interaction process;Class autonomous learning process is a gradual growth of the learning process.Respectively on the basis of this study on teachers and students put forward the corresponding strategies.The suggestions to the teachers in the process of self-regulated learning includes listen and respond to in the interactive dialog,gradient design task goal,set an example demonstration role,in order to improve the classroom situation of autonomous learning,to improve the students' ability of autonomous learning.At the same time,the students as the main body of selfregulated learning process,need through the formation of critical thinking,gradually more effective development of community of cooperation of mutual learning and independent discipline in the classroom,cultivate their learning will,to form the independent learning attitude,developing independent learning ability and cultivatingautonomous learning belief,finally achieve "learning to learn" ability in the core compentency.