Study On Countermeasures For The Cultivation Of Self-regulated Learning Ability Of Junior High School Students From The Perspective Of Scaffolding Theory

Self-regulated learning ability is an important part of junior high school students’ learning ability.This study,starting from the current situation of junior high school students’ self-regulated learning ability and cultivation status,tries to use scaffolding theory and aims at the problems of middle school students’ self-regulated learning ability and its cultivation,and proposes countermeasures from the three dimensions of students,teachers and schools to explore the measures to develop students’ self-regulated learning ability.On the basis of related research on scaffolding theory,self-regulated learning,and the relationship between scaffolding and self-regulated learning ability,the research object is determined,the school conducts in-depth research,and the main research questions are raised: First,what is the new connotation of the current junior high school students’ self-regulated learning ability ? Second,what is the current status of junior high school students’ self-regulated learning ability and cultivation? Third,how to effectively cultivate students’ self-regulated learning ability through scaffolding ?In response to the above three questions,based on the relevant theories and literature,it understands the real junior high school students’ self-regulated learning ability and its cultivation status through questionnaires and interviews,it is concluded that the junior high school students mainly has “insufficient learning motivation”,“inadequate learning motivation”,“the ability to formulate learning goals and learning plans is not strong,” “the ability to use learning strategies needs to be improved”,“the ability to self-evaluate is not strong”,“teachers’ one-sided cognition of self-regulated learning” and other reasons.Aiming at the problems of self-regulated ability of junior high school students found in the questionnaire survey,this paper proposes a self-regulated learning ability training path based on scaffolding theory.Through empirical research method and case analysis method,it explores how to cultivate students through learning scaffolding in English and mathematics classrooms in the first grade of junior high school.The feasibility of self-regulated learning ability,and the effectiveness of empirical cases is analyzed.Based on the research,this study attempts to put forward countermeasures for the cultivation of junior high school students’ self-regulated learning ability from the perspective of scaffolding theory from three perspectives: students,teachers and schools:Students should change their learning concepts,strengthen their awareness of self-regulated learning,focus on learning goals,make a reasonable learning plan,grasp the cognitive framework,develop the ability to use learning strategies,and grasp the meta-cognitive framework,improve self-evaluation ability.Teachers should change teaching concepts,improve students’ self-regulated learning ability,use the most recent development zone,cultivating students’ happy learning through building a variety of scaffolds,construct evaluation scaffolds to help students’ excellent learning.And schools must implement students’ dominant position,strengthen their awareness of independent learning,enrich learning scaffolding resources,create the environment of self-regulated learning,strengthen teaching education and promoting teachers’ professional development and other countermeasures.