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1.
通过对自我调节学习循环模式的实施过程进行分析,分析出学生设定目标,使用恰当学习策略,自我监控学习中所发生的变化,调整所使用的学习方法,旨在帮助引导学生科学地使用自我调节学习的循环模式。自我调节学习循环模式会让学生感到,自己拥有学习的自控权,从终身的角度看,自我调节学习是永无止境的。学习的自主权是激发学生自主学习的内部动机的主要源泉,其结果是学生更加关注学习方法,实现自我效能的超越。 相似文献
2.
邓海龙 《宿州教育学院学报》2011,14(6):121-124,174
本论文是关于当前大学英语网络自主学习中的学生自我调节学习能力现状调查研究。调查采用个人访谈和问卷调查两种方式相结合来进行,调查对象仅限于江西省某地方非重点院校学生。调查结果显示,大部分学生在网络条件下对于自我调节学习策略的使用还要进一步得到引导和提高。调查还表明,学生自我调节学习策略的使用与学生的成绩有显著相关性。 相似文献
3.
随着计算机网络技术的出现和普及,超文本逐渐成为人们阅读和学习的重要信息呈现方式。在超文本背景下,如何引导学生特别是差生进行有效的自我调节学习也成了学会学习的一项重要任务。本研究采用了口语报告和实验干预的方法,使用Azevedo等提出的自我调节学习过程模型的分类标准和自编的标准化日记,探讨在超文本环境下干预对差生的自我调节学习能力和学业成绩的影响。结果发现,通过为期四周的过程干预后,差生的自我调节学习能力有了显著的提高,而且干预后的学习成绩也得到显著改善。因此,在超文本环境下,对差生进行标准化日记的干预过程可以促进其自我调节学习能力和学习成绩。 相似文献
4.
《蒙自师范高等专科学校学报》2017,(6):114-116
研究表明,自我调节学习三阶段循环模式可以有效运用于普通高校武术专项课程教学中。学生可根据计划阶段、行为表现阶段和自我反思阶段的行为要素来完成学习行为的构建。而教师可从引导者、组织者和帮助者的角色定位出发,主要通过有计划地将自我调节学习融入武术专项课程、示范和演绎自我调节学习的技能,以及利用自我调节学习的维度,引导和帮助学生"自控"学习三个方面完成教师的行为构建。 相似文献
5.
远程教育是一种基于计算机网络的以学习者为中心的学习环境的教育形式,这种环境下的学习是一种更加充分体现自我调节学习特点的学习.自我调节学习是对学习过程进行自主性的控制和调节,有计划地学习并采取必要的学习步骤,而且能自我调节、自我反馈和自我评价.本文在对远程教育中信息交互模式和自我调节学习循环模型分析的基础上,指出学习者在远程教育中进行自我调节学习所面临的三大困境,并针对性地提出解决的策略. 相似文献
6.
随着信息技术与教育的进一步融合,混合多种学习环境下的学习已经成为信息化时代发展的潮流,在混合式学习环境中起关键性作用的自我调节学习受到了广泛关注.目前关于混合学习环境下自我调节学习的研究大多针对在线学习的部分,文章为全面探索混合式学习环境中的自我调节学习,利用学习管理系统开展了为期14周的"虚拟线上"和"线下"相结合的课程,分别将学习管理系统中自我调节学习的行为数据和自我报告与学生成绩进行分析.结果表明自我报告无法对成绩进行预测,而学习管理系统的行为数据能有效地预测学生的成绩.为未来混合式课程中自我调节学习的相关研究奠定基础. 相似文献
7.
混合学习强调线下课堂教学和线上自主学习的混合以实现优势互补,其中学习者的在线自我调节学习能力显得异常重要。文章旨在揭示学习者的在线自我调节学习能力存在哪些潜在类别,不同类别学习者是否具有不同的在线自我调节学习行为过程模型,以及这对于在线自我调节学习环境的设计有何启示。研究首先对239名学习者的在线自我调节学习能力进行测评,然后使用潜在剖面分析方法对测评数据进行分析,发现样本学习者可以分为高、中、低三种不同水平的自我调节学习剖面类别。然后分别对三种类别学习者的在线自我调节学习行为数据进行过程挖掘,研究发现:(1)学习者的自我调节学习能力更多体现在执行阶段的行为上;(2)中高水平自我调节学习者的在线学习行为表现出更强的认知和元认知策略;(3)高水平自我调节学习者体现出更有效的时间管理策略与更强的整体规划能力。因此,在线自我调节学习环境需要引入自适应支持机制,为学习者提供适应性的过程和策略支持。 相似文献
8.
随着新课程改革的实施,历史习题在教学中的地位越来越被人们所认识,历史习题日益引起教育工作者的重视与研究。但目前绝大多数学生仅依靠教师的讲解和现成的答案,抄答案、背答案已成为中学生解答历史习题的主要步骤。本文从自我调节学习的角度来探讨历史习题的解答,并将自我调节学习的基本原理作为历史习题解答策略的指导性原则。 相似文献
9.
自我调节学习是一种自主性的学习,对学习过程具有主观性的控制和调节作用,是提高学生学习成绩的关键环节。自我调节学习理论主要针对学生的年龄特点进行研究和概括,不同年级学生在认知与情感等方面呈现出差异和发展性特点。自我调节学习行为不仅表现在知识和技能的学习上,也体现在行为习惯、个性品质的形成中。此外,网络媒介对自我调节学习研究的多元化方式也产生了一定的影响。 相似文献
10.
元认知理论认为学生是学习的主体,学生自身因素是影响学生学习的重要因素,学习的过程需要学生的自我调节,学习质效取决于学生的自我调节能力。小学信息科技课堂中开展“自我调节”教学,引导学生自我调节情绪、动机、策略、行为,在自我调节中有效学习、高效建构、优质发展。 相似文献
11.
12.
试论自主学习的理论依据、内涵与特征 总被引：11，自引：1，他引：11
吴健强 《湖南广播电视大学学报》2004,(1):1-4
自主学习是学习主导自己的学习的主动建构的过程，是建立在教育的终身化、民主化和个性化等教育观上的一种教育策略。同时，自主学习也是一个相对意义上的概念，自主学习的自主不是绝对的。自主学习具有自主性、能动性、超前性、独立性、独特性、创造性等特点，自主性是自主学习的本质属性。 相似文献
13.
现代远程教育环境下自主学习模式的构建 总被引：2，自引：0，他引：2
吴晓波 《广播电视大学学报》2005,(3):119-121
现代远程教育环境下自主学习模式的构建必须以建构主义的学习理论、现代远程教育学习理论和终生教育理论为基础；按照促进人的发展，继承与发展，有效获取信息，过程控制与反馈和动态权变的原则；从转换师生的角色，完善的自主学习支持服务体系，创设自主学习环境和建立科学的自主学习控制机制等方面入手。 相似文献
14.
The current study sought to understand the relationship between peer discussions and self-regulated learning. Eighty-eight
first year high school students answered questions from the Motivated Strategies for Learning Questionnaire and reported the
perceived frequency of discussions with peers both inside and outside of the classroom regarding self-regulated learning.
Results suggest that differences exist between the frequency of self-regulation discussions with peers from inside and outside
of the classroom, especially for discussions concerning motivation. Discussions with peers outside of class were related more
closely to students’ reported self-regulated learning than discussion with peers inside of class. In addition, peer groups
with higher average levels of self-regulated learning discussions had individual members with high reported self-regulated
learning. The study’s results also highlight the need for further research on the mechanisms by which peer discussions may
relate to students’ self-regulated learning. 相似文献
15.
文献研究表明,当前对网络自主学习的界定不一致,很多调查研究中还存在误区.从活动理论的视角考查网络自主学习研究,有助于厘清这一研究领域的基本脉络与核心概念.因此,活动理论指导下的网络自主学习研究有其必要性.依据所分析的网络自主学习的内涵和理论框架,设计了网络自主学习行为调查问卷,并结合访谈以聊城大学为个案,分析了大学生的网络自主学习行为现状.基于分析结果,对如何帮助学生养成良好的网络自主学习行为习惯、提高网络自主学习的成效提出了相关建议. 相似文献
16.
麦克库姆斯是自主学习的现象学派的代表人物之一。本文对其近年提出的自主学习模型进行描述，并分别对其结构与过程进行了分析。从该模型分析可知，培养学生的自主学习能力应涉及如下方面：对学习的内在动机性因素的干预；教给学生充足的认知策略；促进学生的元认知发展并提出训练学生的元认知过程应包含的内容；培养学生主动营造或利用有利于学习的社会和物质环境的能力。该模型的分析对于理解自主学习的结构和过程都具有很好的指导意义。 相似文献
17.
Christine Pauli Kurt ReusserUrs Grob 《International Journal of Educational Research》2007,46(5):294-305
In mathematics instruction, can a teacher implement surface features of instruction that foster self-regulated learning as well as achieve quality at the deeper level of instruction, that is, focus on higher-order thinking, problem-solving, and mathematical modeling? An educational reform effort in Switzerland, which is based on constructivist and sociocultural theories of mathematics learning, targets both these dimensions: self-regulated learning and conceptual understanding. We examined the realization of the two dimensions in classroom instruction in a video-based study of 79 eighth-grade math classes using three kinds of data: videotapes of mathematics lessons, student and teacher questionnaires, and achievement tests. As to the surface level of instruction, teachers reported how frequently they provided opportunities for self-regulated learning. With regard to the deeper level of instruction, teachers reported how frequently they provided opportunities for independent problem solving. In addition, we examined the extent to which teachers’ pedagogical beliefs reflected a constructivist orientation. The results showed that teachers implemented the two dimensions relatively independently of one another. Teachers’ constructivist-oriented beliefs influenced only opportunities provided for independent problem solving and did not affect opportunities for self-regulated learning. Opportunities for self-regulated learning had a positive effect on students’ learning experience. Professional development should encourage teachers to take greater account of both surface-level and deeper-level (quality) features of instruction. 相似文献
18.
Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose? 总被引：1，自引：1，他引：0
Avi Kaplan 《Educational Psychology Review》2008,20(4):477-484
In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the
concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles,
I suggest that metacognition, self-regulation, and self-regulated learning should be considered as subtypes of the general,
abstract, phenomenon of self-regulated action. I continue by questioning the benefit of seeking boundaries between these three
concepts. Instead, I propose to search for dimensions along which types of self-regulated action vary. I, then, introduce the notion of a “multidimensional conceptual space of
self-regulated action” as a conceptual tool that allows for diversity of conceptions of self-regulated action while maintaining
conceptual clarity. I conclude by highlighting the central role of purpose of engagement in self-regulated action and by noting its potential for guiding the search for meaningful dimensions on which to typify
self-regulation. 相似文献
19.
Allyson F. Hadwin John C. Nesbit Dianne Jamieson-Noel Jillianne Code Philip H. Winne 《Metacognition and Learning》2007,2(2-3):107-124
This exploratory case study examined in depth the studying activities of eight students across two studying episodes, and
compared traces of actual studying activities to self-reports of self-regulated learning. Students participated in a 2-hour
activity using our gStudy software to complete a course assignment. We used log file data to construct profiles of self-regulated
learning activity in four ways: (a) frequency of studying events, (b) patterns of studying activity, (c) timing and sequencing
of events, and (d) content analyses of students’ notes and summaries. Findings indicate that students’ self-reports may not
calibrate to actual studying activity. Analyses of log file traces of studying activities provide important information for
defining strategies and sequences of fine-grained studying actions. We contrast these analytic methods and illustrate how
trace-based profiles of students’ self-regulated studying inform models of metacognitive monitoring, evaluation, and self-regulated
adaptation. 相似文献
20.
Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name? 总被引：1，自引：1，他引：0
Susanne P. Lajoie 《Educational Psychology Review》2008,20(4):469-475
This commentary reviews the distinctions researchers make in defining metacognition, self-regulation, and self-regulated learning
along with the methods used to explore these constructs. Bandura’s notion of reciprocal determinism (1977) is revisited in the context of situated learning, whereby interactions between the person, behavior, and environment take
on new meaning when examining learning and affect in specific contexts where knowledge is constructed through interacting
with all that the environment affords, be that material or human. The interaction between the mind and environment continues
to be an interesting question with regard to these three constructs, and this interaction can be explored by using computers
as cognitive tools. Technology-rich environments are described that provide opportunities for assessing and validating metacognition,
self-regulation, and self-regulated learning with future directions for assessing co-regulation of teams of learners. 相似文献