On STEM Instructional Design And Practice Of Self-regulated Learning Ability Cultivation In Junior High Schools

The Report of the 20 th National Congress of the Communist Party of China proposes to build a learning society with lifelong learning for all.It is significant for learners to continuously monitor and reflect on the learning process and to have self-regulated learning ability for achieving lifelong learning.The Compulsory Education Curriculum Plan(2022)points out that the development of students’ key competencies should be emphasized in junior high school.STEM instruction which highlights cross-curricular integration plays an important role in the development of key competencies for junior high school students,and students with a high state of self-regulated learning are better equipped for the comparatively challenging STEM learning.As well,STEM instruction that is well-designed can also point to the improvement of students’ self-regulated learning ability.The research is based on project-based instructional theory and Dewey’s "learning by doing" theory,and focuses on the core question that is how to design junior high school STEM instruction for the cultivation of self-regulated learning ability.The research uses literature research method,questionnaires,quasi-experimental research method,and interviews to resolve the following three specific questions: first,what is the level of current junior high school students’ self-regulated learning ability? Second,what are the key points and key teaching steps that should be included in the STEM instructional design of self-regulated learning ability cultivation in junior high schools? Third,what are the practice effects of STEM instructional design of self-regulated learning ability cultivation in junior high schools?The content of the research is as following:(1)The review of existing literature at home and abroad provided theoretical support and practical insights for this research.(2)This research combined STEM instructional contexts and real instructional needs to design the self-regulated learning ability questionnaire for junior high school students.(3)This research proposed a framework for STEM instructional design of self-regulated learning ability cultivation in junior high schools based on the findings of the current situation and the actual instructional situation.(4)This research designed the quasi-experiment and instructional design case,and then conducted the instructional practice.After the practice,this research analysed the framework’s application effects from three aspects: students’ self-regulated learning ability pre and post-test data,students’ classroom work,and students’ interview texts.The conclusions of the research are as following:(1)Combining literature research and survey research,this research found that in STEM instruction context,junior high school students’ self-regulated learning ability is at the middle level,and they have the problems of weak awareness of goal setting,lack of continuous self-monitoring and positive teacher-student interaction in the learning process,and low awareness and ability of reflection.(2)This research constructed the framework of STEM instructional design of self-regulated learning ability cultivation in junior high schools.The front-end analysis of instructional design in this framework focuses on the selection of "engineering" as a driving force for content and the analysis of self-regulated learning ability development goals.The design of the instructional process focuses on the design of the STEM instructional process based on a self-regulated learning development process,divided into a planning ahead stage: assessing prior knowledge and setting success criteria;a monitoring operation stage: developing learning strategies and collecting feedback evidence;a self-feedback stage: conducting self-assessment and implementing adjustments as needed.Instructional assessment design focuses on the assessment of self-regulated learning ability and the establishment of assessment criteria for STEM classroom work.(3)The framework of STEM instructional design of self-regulated learning ability cultivation in junior high schools has a positive effect on the improvement of self-regulated learning ability of junior high school students and has a high level of student satisfaction.