Study On The Rule Of College Students’ Self-regulated Learning In Numerical Simulation Experimental

The 21 st century’s rapid advancement of information technology has led to increasing expectations for talent in our society.Under the background that higher education has attracted much attention and education informatization is gradually promoted,college students’ online learning has become another way to cultivate talents.In particular,a variety of online simulation experiment learning software is emerging in an endless stream,which not only provides an open experimental operating environment for college students,but also can meet the needs of different disciplines to learn simulation experiment courses.Considering an examination of the state of both domestic and international research,this study,guided by the self-regulated learning theory,experiential learning theory and behavioral science theory,combined with Zimmerman’s social cognitive model,constructed an analytical framework for college students’ self-regulated learning in the simulation experimental learning environment.Under the guidance of this framework,medical undergraduates(N=77)were studied in two medical colleges in Northeast China to carry out teaching practice in the simulation experiment course of medical imaging principle.In order to clarify the characteristics and differences of the simulation experiment learning paths and self-regulated learning modes of students with different selfregulated learning abilities and academic performance,the relationship among students’ selfregulated learning ability,behavior and academic performance was deeply explored.In this study,self-regulated learning questionnaire was used to measure students’ self-regulated learning ability,and after the simulation experiment,students were asked to complete the knowledge point test.Heuristic mining algorithm,lag sequence analysis and other analysis methods were used to explore the characteristics and differences of the simulation experiment learning path and self-regulated learning mode of different types of students.Then,correlation analysis and path analysis are used to further explore the relationship among self-regulated learning ability,behavior and academic performance.The results show that:(1)Students with different self-regulated learning ability have different learning paths and self-regulated learning modes in simulation experiments.Students with high selfregulated learning ability can reach the basic requirements of experiments faster and pay more attention to self-reflection;(2)Students with different academic performance have different simulation experiment learning paths and self-regulated learning modes.Compared with students with low performance who focus on learning tasks,students with high academic performance pay more attention to self-improvement and can carry out effective self-regulated learning in the simulation experiment learning environment;(3)Academic achievement is significantly correlated with some dimensions of self-regulated learning ability and behavior,including students’ internal goal orientation and students’ observation and analysis(AN)behavior in the learning process of simulation experiment;(4)Students’ self-regulated learning behavior and ability can significantly affect students’ academic performance.Follow-up research can collect more multi-dimensional data of students in the learning process of simulation experiment,and provide more sufficient basis for accurately describing students’ self-regulated learning performance.