A Survey About Middle School Teachers' Perception Of Self-regulated Learning In Classroom Teaching

With the deeper development of the elementary education , more and more teachers, students and parents have accepted the curriculum reform and teaching in the view of new philosophy. Self-regulated learning which is acknowleged by more teachers can make an important difference in students' future development.Through many years' teaching observation and case studying, I feel students whose high self-regulated capability have a better mark than those are weak, and the former part prefers learning in a self-regulated way. Secondary School teachers' cognitive, attitude, and assessment on self-regulated learning have an effect on cultivation and improvement in students' capability in self-regulation.However, as teachers in secondary school have not lay stress on teaching self-regulated learning, many school students exhibit poor qualities of academic self-regulation. Under the background of the new curriculum reform, it is more significance that explorates into the present situation of secondary school teachers' teaching self-regulated learning.Through questionnaire method ,the author makes 《the survey of secondary school teachers' understanding of self-regulated learning in classroom teaching》.Results from pretest research on 30 teachers from the auther's school show, the self-regulated learning questionnaire hashigh reliability and validity ,and can be used to test and invest the present situation of secondary school teachers'self-regulated learning congnitive in classroom teaching. According to the theory of self-regulated learning,we suggest conceptions, meanings, constructions, process, and assessment are basic knowledge about self-regulated learning, and they are also the main body of the questionnaire. Through questionnaire, we know the present situation of secondary school teachers'understanding of self-regulated learning, and give our solutions on these questions.To make the investigation representative, this research adopts the way of the stratified random sample and in the three different levels of schools in the whole city-high quality , medium quality , low quality. The investigator distributes the questionnaires randomly to 300 teachers .249 questionnaires have been collected, the effective rate is 83%. These questionnaires are analyzed with the way of statistics analysis SPSS(8.0).The research shows that, the perceptions of self-regulation of teachers are not perfect. Most of teachers don't know what is the self-regulation; they accept the theory of self-regulated learning with pleasuare; they don't evalate correctly; they don't make it clear that it's the teachers' duty to cultivate students' self-regulated learning through the classroom teaching activity. They wrongly believe that students themselves and their families cause students' low ability of self-regulated learning . Many teachers feel perplexed about how to promote students' ability of self-regulated learning .The reason for thatis not direct to teachers' academic careers ,ages , teaching years and professional titles .However, the result of the investigation shows that the perceptions of the self-regulation of teachers vary with different levels of schools .The main purpose of the research is to find rackness inself-regulation's cognitive, and to explore solutions from understanding, system, etc. We can cultivate effectively and economically students' the ability of self-regulation, so that we can better devote ourselves to quality education .