The Investigation On Current Status Of The Implementation On Self-regulated Learning From The Perspective Of Teachers

Self-regulated learning, which is in opposition to the passive, mechanicaland reception learning, is not only helpful for improving students’ academicperformance, but also proved as the foundation for students’ life-long learningand life development. self-regulated learning has become an important themein present educational research.This research explores the implementation of self-regulated learning amongcurrent primary teachers and relative influencing factors from the perspective ofteaching theory. There are four chapters in this paper. Chapter one mainlyintroduces the meaning, characteristics of self-regulated learning and thefeatures of pupils’ self-regulated learning, as well as the domestic and abroadresearch on self-regulated learning, etc. Chapter two introduces the overalldesign of this research through three aspects “research tools, research object,data processing and analysis methods”. Chapter three mainly analyse date fromstatus and factors. The last chapter comes to the conclusions according to theresults of data analysis and proposes some appropriate improvement strategies.To sum up, we draw following conclusion through the analysis of the datasets:(1) generally speaking，Self-regulated study has been implemented well inprimary teachers’ classroom teaching；（2）there is no visible differences ingender, position and age variable in teachers’ implementation of self-regulated learning;(3) it is inverted U-shaped relation between teaching age and teacher’implementation of self-regulated learning;(4) In contrast,School, community and teachers’ quality of teachers made a great impact onimplementation of self-regulated learning teaching.