The Impact Of Self-regulated And Cooperative Learning On College Student's Self-concept, Subjective Well-being And Learning Achievement

For studying the impact of PE teaching model on the two-year male college student's self-concept, subjective well-being and learning achievement, as well as the different modes of teaching PE at the different impact of the two-year college student .Both at home and abroad in the analysis of relationship about the teaching model and self-concept, subjective well-being ,learning achievement. Many methods have been employed to probe into this research, such as literature review, questionnaire, psychological measurement, experimentation, mathematical statistics.Selects the Yang zhou University male students of public physical education badminton classes, which have four classes, respectively, as a control group, self-regulated learning group , cooperative learning group and independent -co-operative study. Experimental group were treated with self-regulated learning, cooperation, and independent---co-operative of three different modes of teaching medium for 16 weeks, one week each time and duration for 90 minutes. Separately before the experiment, 8 weeks, 16 weeks, to test self-concept, subjective well-being, and learning achievement.In this study, the following conclusions: 1. Pre-experimental, self-regulated learning class, cooperative learning class, independent - cooperative learning class and control class in all the dimensions of self-concept and subjective well-being do not exist significant differences.2. Eight weeks after experiment in all the dimensions of subjective well-being do not exist significant differences. For 16 weeks, four kinds of classes teaching model at the self-satisfaction, negative mood, positive emotion, family satisfaction were significantly different. At self-satisfaction and negative emotion, self-regulated learning class is higher than independent - cooperative learning class. Positive emotion, self-regulated learning class and the control class were higher than independent - cooperative learning class.3. Eight weeks after experiment, self-regulated learning class, cooperative learning class, independent - cooperative learning class and control class in all dimensions of self-concept do not exist significant differences. For 16 weeks, self-regulated learning class at moral self, social self, self-satisfaction, self-action as well as the self-concept total score the aggregate level are higher than independent - cooperative learning class.4. Uses 4 kind of different educational models carry on the teaching 8 weeks later, to the student carries on to strikes the even lob test, found its result not remarkable difference. For 16 weeks, found self-regulated learning class and cooperative learning class 's result surpasses independent - cooperative learning class and the control class obviously. According to the result in turn from high to low is self-regulated learning class, cooperative learning class, independent - cooperative learning class and control class.