The Effect Of Goal Setting Training On Self-Regulated Learning Ability In Junior High School Science Teaching

In an era of exponential growth in the amount of knowledge,competition between people is no longer a relatively mastery of knowledge,and more powerful competitiveness comes from one's ability to learn.With the advent of a lifelong learning society,only continuous learning and improvement can adapt to the development of society.Therefore,the ability to create a good learning environment for oneself,the ability to choose the learning materials,the ability to monitor the progress of learning in real time,and the ability to stimulate and sustain learning motivation is particularly important,which is what we call self-regulation Learning ability.At this stage,the teachers did not attach importance to cultivating this ability.In the classroom,they mainly taught knowledge,and the subject teachers did not master more training skills,which led to a great development space for junior high school students' self-regulated learning ability.There is still much room for junior high school students to develop their self-regulated learning ability.In order to explore effective training techniques,this study aims to explore the self-regulated learning of junior high school students' learning science through literature research,quasi-experimental research and interviews.Whether the improvement of ability is effective,and the influence of goal setting training on each dimension of the self-regulated learning ability of junior high school students in learning science.In this study,60 eighth-grade students were enrolled,30 in the experimental group and 30 in the control group.The experimental group was trained for eight weeks,and the control group did not participate in the training.Both the experimental group and the control group participated in the preand post-test,and the independent sample T test and the paired sample T test were performed.Results:(1)The self-regulated learning ability of the experimental group was improved compared with that before training,but the difference was not significant(P>0.05).(2)The difference between the learning motivation dimension,the learning process dimension and the learning environment dimension of the experimental group and the control group reached a significant level(learning motivation dimension: P<0.05;learning process dimension: P<0.05;learning environment dimension: P<0.05)).Conclusions:(1)Target setting training can significantly enhance the learning motivation of junior high school students' learning science,improve the ability to monitor the learning process,and improve the environment suitable for self-learning,but the ability to select learning content,management of learning time,and learning methods Improvements and improvements in the evaluation of learning outcomes have not yielded good results.(2)Target setting training can enhance the active awareness of the motivation of junior high school students to learn science,improve the value awareness of scientific knowledge,and enhance the self-monitoring ability of the learning process.