| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系在職進修碩士班 === 96 === Abstract
The main purpose of this study is inquire into what self-regulated learning strategies are and how self- regulated learning strategies help students learn better. The data in this qualitative research are collected from observation, conversations, interviews, class discussions, writing reflections and document analyses. The researcher analyzes the original learning strategies and motivations of the students with different learning abilities. Then he uses the theory and the results of the pilot study to guide and train the underprivileged class students and five low-achievement learners. By having self- regulated learning strategies and using self-regulated learning circular mode to examine their learning, students can modify and improve their learning skills and gain better grades and learn well.
According to the study, the conclusions are as follow:
1. Learning strategies and learning motivations influence students’ learning achievement. Teaching students self-regulated learning strategies should be done gradually.
2. With good classroom management, a good learning environment can be formed. And with good leaning environment, students can learn how to arrange time, which is the first step of self-regulated learning.
3. Assistant from teachers and peers is needed for underprivileged class students, while they are using self-regulated learning strategies. Giving them suitable complementary teaching can elevates their learning confidence and interest.
4. Practicing writing through reading, long sentences and organization can help elevate students’ language ability, which can improve the ability of learning other school subjects at the same time.
5. “Regular Hexagon Self-examination” offers students a way to examine their learning by themselves, so that they can modify their learning strategies. The whole self-regulated learning circular mode is unfinished unless students find they can learn better. Since they have the ability of self-regulated learning, their learning achievement can be elevated.
6. Parents , teachers, schools and students themselves should take responsibility for students’ learning. Only when all of them work together, students’ learning can be elevated.
|
|---|
