High School Biology To Learn Self-monitoring Strategies Of Experimental Research

Self-regulation learning is one of the hot issues in the fields such as Educational and Educational Psychology. But few studies about Self-regulation learning in subjects, the researches focus more on the Math & Physics and English and so on, no studies on Biology in high middle school.Base on the fore researches, I adopted to combine questionnaire and teaching experiments, exploring the characteristics of Self-regulation learning on Biology in high middle school. Meanwhile constructing the Biology teaching mode about self-regulation learning in high middle school.The research is divided into four parts.Part one "theory research and introduction of the research". This part mainly introduces the conception, characteristics and the effectiveness of self-regulation learning, and the researching situation both in china and other countries, put forward the aim, significance and researching idea of the study on the Self-regulation Strategies.Part two (forth chapter) is about the compiling of self-regulation strategies Inventory on learning Biology in senior middle school, and it is one of keystone of the research. The part describes the whole process of Inventory compiling. Base on questionnaires for the students and teachers, and the application of the self-regulation Inventory on solution math questions in the senior middle school, the researcher designs the first "self-regulation strategies inventory on learning Biology". It is revised after application, and applied for next turn. After three turns of framework exploration and problems modification .the "self-regulation Inventory on learning Biology" is formulated. The inventory contains four aspects: "management", "execute" "summarize", "feedback" and the textural research of the indicators in the inventory shows that the inventory has high reliability and validity, and good discrimination, and the indicator of each item are also ideal.Part three (fifth chapter) is teaching experiment about self-regulation on learning Biology in senior middle school. The experiment shows the teaching mode is effect.Part four is summary discussion and perspective. The part explores the deficiency of the research and makes the assumption for the future research and so on.After the experiment, we found: Research one:1. Self-regulation on learning biology in senior middle school including four factors: "management", "execute" "summarize", "feedback".2. The indicator of each items are also ideal in the inventory. Research two:1. Teaching mode constructed in the study could improve self-regulation strategies on learning biology.2. Teaching mode could improve condition on learning Biology.