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Research On Teacher Guidance In Secondary School Students' Self-regulated Learning

Posted on:2019-10-01Degree:MasterType:Thesis
Country:ChinaCandidate:J ZhangFull Text:PDF
GTID:2417330566978738Subject:Curriculum and pedagogy
Abstract/Summary:PDF Full Text Request
As a crucial period for the awakening and rapid growth of students' self-consciousness,secondary school education must focus on the guidance on students' self-regulated development which allows students to exercise self-regulation in daily learning and self-improvement.Classroom is the main place where secondary school students learn under the guidance of teachers,which is essential to cultivating and developing the autonomy of students.In the classroom environment,the teacher's instructional involvement in the student's self-regulated learning not only ensures that the student will act self-regulation on the learning itself,but also effectively promotes the student's autonomy and development.In this classroom learning model which is relatively self-regulated,teachers' guidance involvement seems to contradict students' autonomy.In reality,they are internally unified.They all aim at improving students' self-regulated learning and individual autonomous abilities.The boundary of the interaction between the two lies in whether teacher provides too much guidance on student learning which may seriously interfere with the student's self-regulated learning efficiency? Therefore,it is necessary to conduct in-depth research on the issue of teacher guidance on the self-regulated learning of students in secondary schools.Classroom observation and teacher-student interviews witness that teachers' guidance on the self-regulated learning awareness is somewhat rough and simple which is not sufficient to instruct students on the setting of learning goals and the self-summarization and evaluation of their learning.What's more,teachers' guidance on the learning process of students is far from systematic,but usually be conducted casually.The root cause of the above issue is that the teacher has no awareness,ability and methods or systematic guidance process to refer to when it comes to providing guidance on the self-regulated learning of students.The self-regulated learning process is a complete set of operating system that can provide learning ideas for learners as well as basic guidance methods for teachers.From the perspective of the Theory of Mediated Learning Experience,it is explicit that teachers' guidance can regulate and promote the development of students' self-regulated learning ability during the interaction with students.This role is not limited to helping students solve the current problem,but is to help students acquire the experience required for self-regulated learning and guide students to master self-regulated learning.Therefore,in order to effectively enhance the teacher's guidance efficiency,attentions must be paid in the improvement of the process of student self-regulated learning which can provide teachers with useful guiding tips.Based on the analysis of the above issues and the reference to previous studies,this paper introduces a set of operational procedures for self-regulated learning and slightly adjusts them according to the actual situation so as to construct the ideal state of teacher's guidance on self-regulated learning of secondary school students.In this state,the teacher's' guidance aims at student's self-identification and selection,self-control and adjustment,self-summarization and evaluation,etc.,and also covers the points on student self-regulated learning which can ensure that the teacher's guidance meets the students' actual needs as much as possible.Based on the reference to the ideal state,the teacher can guide the students to learn the meaning of self-regulated learning so that they can achieve a profound understanding of self-regulated learning;indicate the intuitive intention of the teacher's guidance which can eliminate the blindness of students' self-regulated learning;provide profound guidance on student's self-regulated learning which is beyond their current level to promote the realization of higher level self-regulated learning;provide guidance on the multiple attributes of student self-evaluation which enables students to have a comprehensive review of the existing learning.By following the above guidance process,teachers can not only ensure their own guiding efficiency and the improvement of students' self-regulated learning,but also can avoid possible disturbance which may exist in current situation.
Keywords/Search Tags:self-regulated learning, teacher guidance, self-regulated learning process, the Theory of Mediated Learning Experience
PDF Full Text Request
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