The Research On The Development Of High School Students' Self-Regulatory Learning Capability

This research aims to investigate the following significant development of high school students' self-regulatory learning capability, which is as follows:(1) The developmental trends of high school students' self-regulatory learning capability.(2) The developmental trends of high school students -self-regulatory learning capability in its several dimensions.The research were made and compiled by Hua-Dong National University psychological academic faculty, Professor Peng-Wei-Guo. These compilations were used as an investigative tool, through the means of various questionnaires and calculated statistical data. The numbers of participants were 450 students, randomly selected from an ordinary high school and a prestigious high school in Liu-Zhou, Guang-Xi.The Results of the statistical data, in which calculated variances and scores were utilized as data analysis. Interviews were also made on some participants and investigations of subject teacher's proficiencies were also conducted. Microsoft ware office Excel has turned out the following data analysis:一,The developmental trends of high school students' self-regulatory learning capability.(1) The senior high school student's self-regulatory capability level increases from senior 1 to senior 3. But in extremely unbalance level. In ordinary high school, it's increases gradually, and it is fast in senior 1 to senior 2 but from senior 2 to senior 3 its relatively slow. In prestigious high school, the students' self-regulatory learning capability has an unstable Z curve graph, from senior 1 to senior 2, it drops drastically from senior 2 to senior 3, then increases dramatically(2) The developmental trends of senior high school students self-regulatory learning capability in several dimensions:①Learning motivation: from senior 1 to senior 3, increasing gradually; in ordinary high school, from senior 1 to senior 3, it gradually increases but it is relatively slow from senior2 to senior3. in prestigious high school, its stay stable from senior 1 to senior 2, the increases from senior 2 to senior 3.The developmental level is relatively obviously unbalance. ②Learning content: from senior1 to senior3, increasing regularly, in ordinary high school, from senior 1 to senior3, it increases, but relatively slow from senior2 to senior3. In prestigious high school, from senior1 to senior 2, it drops slowly, but increases fast from senior2 to senior3.The developmental level are nearly the same in senior2.③Learning time: from senior1 to senior3, it increases gradually. In ordinary high school, from senior1 to senior3:It increases regularly but from senior2 to senior3 it increases relatively slow. In prestigious high school, from senior1 to senior2, it drops, from senior2 to senior3, it increases regularly. The developmental level in relatively unbalances.④Learning methods: from senior1 to senior3, it increases gradually. In ordinary high school: from senior1 to senior3, it increases, from senior2 to senior3, it is relatively slow. In prestigious high school: from senior1 to senior2, it drops, from senior2 to senior3, it increases fast. The developmental level stays nearly the same in senior2⑤Learning process: from senior1 to senior3, it increases slowly. In ordinary high school: from senior1 to senior2, it increases, from senior2 to senior3, it stays stable. In prestigious high school: from senior1 to senior2, it drops from senior2 to senior3, it increases. The developmental levels are in relatively unbalances.⑥Learning result: from senior1 to senior3, it increases; in ordinary high school, from senior1 to senior2, it increases; from senior2 to senior3, it stays stable. In prestigious high school: from senior1 to senior2, no increasing, from senior2 to senior3, it increases. The developmental level is in relatively unbalance, but senior2 ordinary high school students'are relatively in the same level.⑦Learning environment: from senior1 to senior2, it increases, from senior2 to senior3, it increases relatively slow. In ordinary high school: from senior1 to senior3, it increases. In prestigious high school: from senior1 to senior2, it increases, from senior2 to senior3 it stays stable .The developmental levels are relatively the same . Based on the results of the findings made above, the following suggestions are being recommended for on-going training of high school students in self-regulatory learning- capability program:1,Promoting a series methods to develop the self-regulatory learning capability of high school students (1)develop good motivation ; (2) make good use classroom optimally (3) teach student to be self reliant (4) learning from enriched experiences (5) make good use of internet technology2,Recommendations for different high schools :base on the evidence presented, we can believe in the process and development of high school students' self-regulatory learning capability ,in the most crucial moment, base on the actual ability of the students, promote mutual and timely3,Recommendations for self-regulatory learning capability in several dimensions.4,Develop a useful system for high school students for upgrading a good organization...