Self-regulated Learning Strategies Research Of The High School Student Mathematics Classroom

Under the background of the quality education, the students’ self-regulated learning is thefirst way of learning should be praise highly. As the main link of the classroom study, Students’self- regulated learning strategies are important. The current research about self-regulatedlearning focuses on the put forward of the self-regulated learning, the concept of theself-regulated learning, the theory viewpoint of the self-regulated learning, the factors of theself-regulated learning, the characteristics of the self-regulated learning, the model of theself-regulated learning, the strategies of the self-regulated learning, the self-regulated learningabilities and so on. There are a few research for the self-regulated learning and mathematical,and hardly about self-regulated learning in mathematic classroom. Based on previous research,Combined with the characteristics of self regulated learning and mathematics classroom learningcharacteristics, the usage of high school students in mathematics classroom self regulatedlearning strategy, and thus the targeted mathematics teaching is explored.In this paper, the main methods are: questionnaire survey method, interview.The order: first to understand the current research on self-regulated learning are reviewed，by review of the current understanding of self-regulated learning and the lack of focus of thestudy, the main research problems and research methods are determined. Secondly, on the basisof previous research, gives the definition of self regulated learning, self-regulated learningstrategies definition, mathematics classroom self-regulated learning strategies and otherdefinitions, and according to the self regulated learning strategy connotation compiled aquestionnaire. Thirdly, carries on the questionnaire survey, and uses the SPSS18.0 to statisticsthe survey results, analysis the results detailed, get the current usage situation of theself-regulated learning strategy in high school mathematics classroom. Fourth, In view of theexisting problems and organize the interview outline, find out the reasons through the interview.Finally, in view of the current high school mathematics classroom self-regulated learningstrategies use gives suggestions for teaching.The main conclusions of this study: First, the usage of self-regulated learning strategies inhigh school students’self regulated learning is mainly based on the students’ thought experience,teachers and students exchange. Second, differences of usage of self-regulated learning strategy among students in different grades, different sex and different levels are obvious, Along with thegrade and learning level increased, selection of students’regulated learning ability increase.Students of different sex selected according to different. The same students to learn differentknowledge when choosing the self-regulated learning strategies did not differ significantly. Third,students in different sex, different grades, different levels has difference when they putself-regulated strategies in to effect. Gender different between students mainly concentrated inthe communication with the students and access to information. Along with the grade andlearning level increased, students independent components increased in the process ofimplementation of the students’self-regulated learning strategies.Finally, according to the results, we put forward to self-regulated learning strategiesteaching suggestions to promote the rational use of mathematics classroom teaching of seniorhigh school students. Arrange the teaching time reasonable and give students to set aside acertain learning time. Emphasize the importance of self-regulated learning strategies to trainstudents’ habit to use the self-regulated learning strategies. Teach knowledge about self-regulatedlearning strategies to create a good environment for the use of students self regulated learningstrategies. Introduce self regulated learning strategies to help students open their view. Inaddition teachers should tell students the learning objective before the lecture. Set questionsituation to guide the students’independent thinking. Try to listen to the students’ different ideawhen explain examples. Combine the knowledge and exercise and summary knowledge andmethods. Remove doubts to help students digest and absorb new knowledge. Arrange somemathematics reading task.