Research On The Current Situation And Improvement Strategies Of Self-regulated Learning For Agricultural Secondary Vocational Students

In the information age,self-regulated learning is required.The vocational abilities required by secondary vocational students,the needs of secondary vocational classes,and the career development and growth of students all require secondary vocational students to learn to learn independently.How about self-regulated learning of agricultural secondary vocational students in combination with their professional background? What is the current situation? Are there differences between genders and grades?With these questions in mind,this research takes agricultural secondary vocational students from a school in Tianshui as the research object.On the basis of learning from domestic and foreign research results,referring to Professor Pang Weiguo’s understanding of self-regulated learning,define the concept of self-regulated learning.After compilation,forecasting and revision,a formal questionnaire was formed.The questionnaire investigates the current situation of self-regulated learning and the differences between different groups of agricultural students in a secondary vocational school in Tianshui City from five dimensions: “learning attitude,learning motivation,self-selection,strategy use,and learning evaluation”.Using a combination of quantitative research and qualitative research,400 questionnaires were first distributed to the school’s 3 grades of agriculture-related majors,and 390 were collected,with 364 valid questionnaires,and the reliability of the questionnaire was verified through reliability and validity tests.Afterwards,interviews with teachers and students were conducted to explore the causes behind the current situation.Using SPSS 26.0 software to statistically analyze the questionnaire,combined with the questionnaire survey and interview analysis,the following conclusions are obtained:One is that there are more students at the average level in self-regulated learning of agricultural secondary vocational students in this school and there are large differences between individuals.The second is that the scores of agricultural secondary vocational students in the self-regulated learning evaluation dimension have not reached the average level.Specifically,the three secondary dimensions of learning value,selection of learning content,management of resources,use of learning strategies,and learning evaluation have not reached the average level,indicating that students’ self-regulated learning ability in these dimensions is weak.Third,there are differences in self-regulated learning among different groups of agricultural secondary vocational students.The main manifestation is the difference in gender,the self-regulated learning situation of girls is better than that of boys.There are differences in self-regulated learning between students of different grades.The first and second grades need to strengthen the guidance of self-regulated learning in the dimension of learning value and management resources.All three grades need to choose learning content and use learning strategies and to strengthen the guidance of self-regulated learning in learning evaluation.In addition,it briefly analyzes the influence of different family monthly incomes on students’ learning attitudes and the influence of father’s education on students’ learning evaluation,etc.The fourth is to conduct interviews with teachers and students based on the results of the questionnaire survey and what they have seen and heard in the practice school to explore the reasons behind the current situation of self-regulated learning of agricultural secondary vocational students.The first is that the school has problems such as unclear school positioning,unclear goal of training talents,and insufficient support for teachers and students to self-regulated learning.The second is that teachers have insufficient knowledge of self-regulated learning and the heavy teaching and research tasks lead to the lack of skills in carrying out autonomous teaching.Third,students have a weak foundation,insufficient self-confidence,and insufficient understanding of self-regulated learning,etc.Regarding the problems reflected in questionnaire surveys and interviews,the author tries to propose strategies from the following three aspects.In terms of schools,the first is to "lighten the burden" for teachers and encourage teachers to actively explore self-regulated learning;the second is to provide a diversified self-regulated learning platform to optimize the campus cultural environment;the third is home-school cooperation to promote self-regulated learning;the fourth is to take self-regulated learning as a training goal for all-round development of talents.From the perspective of teachers,one is to stimulate the need for teachers ’internal drive development,teachers should take the initiative to learn,consciously pay attention to students’ self-regulated learning and achieve the goal of improving teachers and students at the same time;the second is to prescribe the right medicine and teach students in accordance with their aptitude.From the perspective of students,the first is to enhance the sense of learning value of lower grade students;the second is to gradually cultivate the habit of self-regulated learning;the third is the diversification of learning evaluation,and a correct view of academic performance.