【英文摘要】
This paper primarily constructs a flexible self-regulated learning model with four stages and nine steps. The process of self-regulated learning mainly is based on the views of Reinders (2010), Tassinari (2017), University of Connecticut (n.d.), Zimmerman (2000) and Zumbrun, Tadlock, and Roberts (2011). The connotation of self-regulated learning is to integrate Zimmerman (1989), Pintrich, Smith, Garcia, and Mckeachie (1991), Cherng and Lin (2001), Pang (2005), Liang (2006), as well as the Ministry of Education (2014a), "Curriculum Guidelines of 12-Year Basic Education" with two main bodies of comprehensive process and connotation, this paper tries to put forward a "four-stage with the nine steps flexible self-regulated learning mode" suitable for elementary and junior high school students. The four stages are subdivided into nine steps: the "goals setting" stage includes two steps: analyzing needs and setting goals; the "planning" stage includes three steps: planning learning, selecting learning resources and learning strategies; the "regulating" stage includes two steps: active practice and monitoring process; the "discipline and refinement" stage includes two steps: multiple evaluation and reflection. The content of self-regulated learning is divided into three fields and nine items. The "learning motivation" field includes three items: self-efficacy, learning value, and learning affection. The "learning strategy" field includes cognitive strategy, learning resources and environment, and meta-cognitive strategy. The three items, the field of "self-regulated for common good" include internal regulation, external regulation, and common good improvement.
|