A Research on the InstructionalModel for Teaching Selfregulated Learning in High Schools1.docx

A Research on the InstructionalModel for Teaching Selfregulated Learning in High Schools1.docx

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AResearchontheInstructionalModelforTeachingSelfregulatedLearninginHighSchools1

Introduction

Theapplicationoftheteachingmodeplaysanunusualroleinthestudent’slearningcareer.Theteachingmodecomesfromthepracticeofteaching,butalsomakestheabstracttheorytoexertitspracticefunction,itisanimportantmedia.Usingthecorrectteachingmodetoguidethestudentstostudyhasbecomethemostimportantpartintheprocessofeducation.Until1980,AmericanscholarsJoyceandWeir,generalized23kindsofteachingmodeonthebasisofanalyzeandresearchonmorethan80kindsoftheoriesandschools,themodelofself-regulatedlearningisjustoneofthem.Whileundersituationoftheworld’seducationdevelopingfasterthanbefore,themodeloflearningforstudentsinhighschoolsgraspmorescholar’sattention.Sincethe60’soflastcentury,themodelofteachingself-regulatedlearningbecometospreadaroundtheworld.Therearealreadymanyrepresentativetheoriesandmanysuccessfulachievementstoday.

Hereaccordingtotheconceptofself-regulatedlearning（SRL）anditsdevelopedprocess,wewillknowmoreaboutthisteachingmodel.Thisessaytotallydividedinto3parts:

thefirstpartisabrieflyintroductionforthebasicconcept;thenthesecondpartistheinstructionalmodel;whilefromtheinstructionalmodelthatImakeasurveyinthehighschoolshowsthatthismodelwillobviouslyimprovestudentsscore.;atlastIwilltellsomethingaboutmypersonalopiniononhowtoimprovestudent’sabilityofself-regulatedlearning.Allofthatcanproveonething:

thismodelcanbewidelyusedinhighschools.

1.ABriefIntroductionofSRL

1.1TheconceptionandtheoryofSRL

GaryD.Boris,whocomesfromUnitedStates,haspointoutthatself-regulatedlearningisnotonlyateachingmethod,butalsoawayoflearninginabookwhichcalledEffectiveTeachingMethods.Themodelofself-regulatedlearning（SRL）canmakestudentsenterthelearningprocessontheirowninitiative,toachievehigherlevelsofthecomplexbehavior. Thislearningmodelcanalsohelpstudentstoformtheirownwaysofunderstanding,moreover,willbehelpfulforstudentstoreasoningthecontending,solvingproblemsandmakeacriticalthinking （Zhong121）. 

Firstofall,letmemakeanintroductionoftwoconceptions.Cognition,itissuchapsychologicalprocessthatitcanhelpstudentstointernalizewhattheyhavelearnedthroughtheirunderstanding,tothinkingandtomakeamemory. Thisincludesself-asking,self-testing,self-supervisingskillsofthinkingandtoclassifyandrememberwhattheyhavelearned.Teacher’sregulating,inordertomeetthelearningneedsofthestudents’individuation,toadjustthecomplexcontend.Theteacher’sregulatedcanmakeacorrectlyjudgeofthehigherlevelofthecomplexsituationthenthestudentscangainalotfromit.

Themaintheoriesofself-regulatedbasedonthelifelongleaningandcreativelearning.Itisknowntoallthatthefuture’ssocietyisaworldwhichfullofchallengeandlastingchanging,itisstillasocietywhichneedslifelonglearningandcontinuesinnovation.Earlyinthe60soflastcentury,somefamousscholarshadcomeupwiththenewconceptionsoflifelonglearningandcreativeleaning.TheUNESCOalsowritethelearnhowtolearnintorelateddocuments,treatitasthebasicfundamentalconception.

1.2ThecurrentsituationofSRL

Somedevelopedcountriesintheworldbeganabigreformintheeducationfieldssincethelatefiftiesofthelastcentury,andtheeffectofthereforminfluencemanycountriesbythewayoftheeducation’sobjectives,contents,methodsandconceptinmanyaspects. Whenentering80softhelastcentury,manycountriesarebegantostudytheproblemsofeducationreform,thentheirstudymaketheteachingtheoryconceptsandmethodsupdatedalot. Psychologyresearchhasbeenwidelyusedineducationreform,whichmakestheteachingtheorymorepsychology. Herearesomefamoustheories,suchasRogers’s“learnercenterededucation”,Kanmubosi’stheoryof“teachersshouldbecomefacilitatorsduringtheprocessoftheeducation”,Zimmerman's“thecirclemodelofself-regulatedlearning”（Zhong47）. Inaddition,thehumanisticpsychologyalsofocusedonthestudentsmustknowhowtolearnbythemselves.

Underthebackgroundoftheinternational’seducationreform,themodeloftheself-regulatedlearning（SRL）hasbeenwritingintothe“NinthFive-YearPlan”ofourcountry,andtreatthismodelasanveryimportantresearchcontent.Itindicatethattheimportanceofthismodelbecomeacommonviewinthetheoreticalfield. Therefore,todeepenitsresearch,confirmthemeaningandstatusintheeducationprocessbecomeverynecessary. TheInstituteofpsychologyinchinainitiallydesignandpracticetheself-teachingexperimentin60’soflastcentury.Thenattheendofthe70’s,afterexperiencingalongperiodofresearch,theYucaiMiddleSchoolinShanghaihasfirstbegananewexperimentandresearchaimingatinsuringthemainstatusofthestudentsandtoarousethestudentsinterestandtheirinitiative,todevelopstudent’sthinkingandtraintheirabilitiesofself-learning,Thewayofself-teachingabsorbstherationalcomponentofthepsychologistSkinner'slearningtheory.Alsoabsorbedcognitivefoundthatspirit,stressedandemphasisonthestudents’initiativeandlearningability. 

UNESCOpublishedabookwhichcalled“LearningtoLive”,itsaidthat,“Thefuture’silliteracyisnotakindofpeoplewhodonothaveknowledge,butthosewhodonotknowhowtolearnbythemselves”（Zhong54）.Thelifelonglearningwillnotinschoolandthere’snoteacheraccompanywithyou,allthatdependsononeperson'sself-learningability. Fromthatwecanknow,theabilityofself-learninghasbecomethebasicabilityofhumaninanewworld. 

Theself-regulatedlearningideascanbetracedbacktothewholemoderneducationwhichinfluencedbyDewey’s“makethehighschool”andtheUnitedStates’individualteachinginthe20-30yearsofthe20thcentury. However,asystematicpracticeissomethingafterthe60’s.Ontheonehand,theaimoftheideologicalandtheflexiblemoduleschedulingisdividedthelearningtimeintomanydifferentunitsinordertoadapttotheindividualdifference,somepartofthetimeinaccordancewiththestudents’capacity,interest,andneedstostarttheself-regulatedlearning.Theycanchoosethelearningcontentandmakeadecisionofthelearningpacebythemselves. Ontheotherhand,inNo-gradedInstitution,inordertoaddstudent’sacademicknowledgeandtomastertheindividual-basedskills,aftertheadoptionofcertaintests,allowingstudentstolearnattheirownpace,andselectthecontentofmaterialsthemselves. 

Afterwards,themodelofself-regulatedlearningusedintheeducationwhichrelatedtoself-directedlearners.Thiskindofteachingincludedplanandnon-directive institution.

TheplanismadebytheAmericanInstituteforResearchandtheWestinghouseLearningCorporation;itisaspecialteachingsystem.Whiletheplanissuchaself-regulatedmodelwhichfacingtotheprimaryandmiddleschool.Therefore,ithasfollowingtheideaofself-regulatedlearningtoteachalready.Theeducationwhichtreatedthestudentasthecore,needtoprovidehelpforstudenttosolveitsteachingtargetfirstly.Makeaplanoftheiraimandberesponsibleforthem.Moreoverusesthepropermethodtoobtaintheirachievements.Andteachinggoalsshouldaccordingtothestudent’sperformanceobjective.

Thenon-directiveinstitutionwassetbytheprinciplesofhumanism;itisadistinctivetypeinindividualteaching.Thisprincipleisemphasizingthebasicconditionforindividualdevelopmentaccordingtotheinterpersonalrelationship. Similarly,thisprinciplealsotreatstudentasthecenter,teachingmethodsandcontentdecidedbyeachstudent’sexperiences,intentions,needs,feelings,interests,etc. Teachersstillarethefacilitator,whilestudentsstandinthedominantposition.Undertheteacher’sdirectionstochoosetheirowntarget,contentandmethodaccordingtotheirhobbiesandinterests.Learntothinkindependentlyandmakeself-evaluationontheirresult.Whenrefertothemethod,theguidingprinciplesofnon-directivepaymoreattentiontotheconfluenteducation.Thisprincipledividedintofivesteps:

Settheproblemsituationtohelp.Deepexploreoftheproblems,encouragestudentstofindtheproblems,teachershelptoclarifythestudentsfeel. Developthestudentsthinking. Teachershelpstudentsmakedecisionsontheirlearningplan. Integrate.Studentshouldtolearninitially. 

Untilnow,thegeneraldefinitionofself-regulatedis:

thelearnerlearnshowtolearnandformtheabilityofcontrollingtheirlearning.Thus,theliteralmeaningoftheself-regulatedlearning,isthattreatthestudentsasthekeypart,self-regulatedinvolvesawarenessofeffectivethinkingandanalysesofone’sownthinkinghabits,thenaccordingthewayofstudents’independentanalysis,explosion,practice,queryandcreationorsomeothermethodstoachievetheirlearninggoals. Themodelofself-regulatedlearningisamodernwaywhichcorrespondingtothetraditionallearning.

1.3ThedevelopmentofSRL

Inthe70’soflastcentury,self-regulatedlearninghasbeenwidelyusedinmanycountries.Fortheteachersandstudent’sattitudeofthisteachingmodel,ithasexperiencedfrompassivetoactiveacceptanceprocess. Afterthatthestudent’sself-concepthasbeenimprovedalotandobtainsthericherlearningexperienceandskills. Afterfamiliarwiththismode,thestudents’scoreoftheirschoolworkobviouslyhigherthanthosewhostillintraditionalstudymode.