A Study On The Current Situation And Improvement Strategies Of Self-regulated Learning Abilities Of Chemistry Of Senior Students In Junior High School

The topic of this study is relatively new.Although the concept of self-regulated learning was put forward in the 1970s,there are few researches on it in China at present.Study on self-regulated learning of Chemistry of senior students in junior high school is even less,and empirical research combined with the subject content teaching of Chemistry is rare.There is no effective scale about self-regulated learning of Chemistry.This study attempts to establish a set of effective scale based on current studies to test self-regulated learning level of Chemistry of senior students in junior high school.The scale is designed from six dimensions:learning motivation,effort management,resource management,learning strategy,learning content and learning result.After the students were tested,a high reliability questionnaire result with a coefficient of 0.964 was obtained.Then the validity of the questionnaire was tested,and the KMO value was 0.926,indicating that the questionnaire has high validity.According to analysis of the results of the questionnaire,the overall level of self-regulated learning of Chemistry of senior students in junior high school is at the lower-middle level,especially in the aspect of learning strategy.By analyzing the differences between self-regulated learning and background variables of Chemistry,the following conclusions can be obtained:Firstly,self-regulated learning level of Chemistry has nothing to do with gender,but girls are better than boys in learning motivation,effort management and resource management,while boys and girls are equal in learning strategy usage,learning content selection and learning result treatment.Secondly,there is a significantly positive correlation between self-regulated learning level and score of Chemistry.The higher the self-regulated learning level of Chemistry,the better the score of Chemistry.Self-regulated learning levels of Chemistry are significantly different when scores are excellent,qualified or failed.The students with excellent scores are obviously better than those who are qualified or failed in terms of learning motivation,effort management,resource management,learning strategy,learning content and learning result.Thirdly,self-regulated learning level of Chemistry of children accompanied by parents is higher than that of children accompanied by grandparents.The higher the education level of parents,the higher the self-regulated learning level of Chemistry of children.Fourthly,the students who are class cadres have a higher level of self-regulated learning of Chemistry than those who are not.Class cadres are remarkably better than non-class cadres in respects of learning motivation,effort management,resource management,learning strategy,learning content and learning result.Based on analysis of the results and literature research,this paper puts forward the following strategies to improve self-regulated learning of Chemistry:Firstly,parents should accompany their children to study and improve the quality of company.Meanwhile,parents should also make efforts to improve their education level,so as to give their children better quality education.Secondly,teachers and parents should guide students to learn time management and resource management in Chemistry learning.Thirdly,teachers should strengthen ties between Chemistry and society as well as life,and help students obtain the sense of achievement continuously in the process of learning,so as to stimulate students' learning motivation and interest in Chemistry.Fourthly,teachers should consciously inspire and guide students to master good learning methods in Chemistry teaching,so that students can consciously internalize effective self-regulated learning strategies.Finally,it is good to interview some students to better understand the effectiveness of the strategy.There are two innovations in this study:Firstly,a scale of self-regulated learning level of chemistry was developed for junior three students.At present,most scales of self-regulated learning are non-disciplinary.Second,aiming at strategies to improve self-regulated learning ability,this study combines the characteristics of chemistry and the content of chemistry to give specific operational cases,and judges the implementation effect of the strategy through individual interviews and classroom observation.Through literature research,it is found that at present,most studies on self-regulated learning are psychological.Few studies combine with junior three chemistry,and most of the strategies proposed are from the psychological level.However,there is no combination with the teaching content and discipline characteristics of chemistry,let alone the verification effect.There are some deficiencies of this study.First,the number of questionnaire samples is not enough.Second,there is no questionnaire survey on the influence of teachers'behavior on self-regulated learning level of Chemistry.Research prospects:Self-regulated learning is a kind of learning ability,which can not be formed overnight.Therefore,the research time limit of students' self-regulated learning level can be lengthened.The influence of teachers' behavior on students'self-regulated learning can be studied.The empirical research on improvement of self-regulated learning of Chemistry,especially on learning strategy can be increased.