A Research On Developing High School Students' Self-regulated Learning Ability With The Naturally Individualized Instruction Method

In order to vigorously promote quality education and realize the comprehensive development of students,the new curriculum reform advocates self-regulated learning as a new learning method.Therefore,cultivating students' self-regulated learning has become an important part of the current basic education research.High school students can not only improve academic performance but also lay a good foundation for their future development and the realization of lifelong learning by cultivate their self-regulated learning abilities.Self-regulated learning is one of the learning methods advocated by the new curriculum reform.Its main training position is in the classroom,and the choice of teaching mode directly affects the effect of classroom teaching.In this study,we adopts the Naturally Individualized Instruction model pioneered by Professor Xiong Chuanwu of Hua Dong Normal University to explore its influence on the cultivation of self-regulated learning ability of high school students.This research analyzes the concepts,principles,and research status at home and abroad of self-regulated learning and the Naturally Individualized Instruction through literature analysis,clear the background and significance of the topic.Expounds the reasons why high school biology class based on Naturally Individualized Instruction can cultivate students' self-regulated learning ability and proposes strategies that can be implemented,laying atheoretical foundation for practical research.Based on extensive literature analysis as well as the features of self-regulated learning and the characteristics of high school students,the ‘Questionnaire of High School Students' Self-regulated Learning Ability' was compiled.Freshmen from a high school in Changsha,Hunan Province are taken as research objects to investigate and analyze the current level of their self-regulated learning ability in traditional teaching environment.The analysis results show that students' self-regulated learning ability is generally weak under traditional teaching,with the main manifestations including low learning interest,low motivation,lack of clear learning goals and plans,and lack of efficient methods and strategies for self-regulated learning.In addition,a high school biology class teaching model based on Naturally Individualized Instruction was constructed to implement one semester of classroom teaching for research objects,with a focus on training students' self-regulated learning ability in the teaching process.After the practice,an investigation and analysis of the research object's self-regulated ability was conducted again,and teachers and some students involved in practice were interviewed.Finally,a comparison between students' learning effects before and that after practice was made.Combining with the practical process and analysis of results,we can get:after teaching practice,the research object's self-regulated learning ability and academic performance have improved significantly.In summary,Literature method,survey method and action research method are used to study the effectiveness of Naturally Individualized Instruction to cultivate high school students' self-regulated learning ability.The results of the study show that the biological self-regulated ability of high school students is generally low at this stage,and the Naturally Individualized Instruction method can effectively improve the high school students' self-regulated learning ability,and have a positive impact on their academic performance.Finally,the research results are analyzed.Reflection on the deficiencies in the research is made and relevant suggestions are proposed for the reference of other front-line teachers.