A Survey on Mathematical Self-regulated Learning Strategies of Students in Grade Three
|School||East China Normal University|
|Keywords||Self-regulation Learning Strategies Senior High School|
Mathematics learning process is the process of forming a new mathematical cognition under the interaction of the student’s original cognition structure and their new study structure, as well as the process of the deyeloping thinking ability. The metacognitive level of students directly affects the development of the students’ thinking ability, and self-regulated ability is the core of metacognitive ability. Therefore, the self-regulated of the students in mathematics study is an important aspect of the mathematical learning ability. The time for reviewing mathematics for grade three students is normally tight, with more contents and higher demand, it requires teachers and students of the high school to integrate the mathematics knowledge in just a few months, and at the mean time improve their abilities of analyzing and solving problems. Under the pressure of the heaving work loading, grade three students need to strengthen their own learning management, and self-regulated learning theory is a kind of theory that emphasis on the student subjective role function which have very important significance of education practice. In order to improve the effectiveness of the students in grade three’s mathematics study, the specific combined research of the self-adjustment study theory and the learning of mathematical subject is very necessary.Through analyzing the domestic and foreign literatures on self-regulated and their application situation, writer found that the domestic scholars and mathematics teaching workers launched a series of beneficial research with mathematical subject to the self-adjustment study, mainly concentrated in three aspects:the mathematics of self-regulation structure and training, self-adjustment in the specific process of solving mathematics thought and the factors that influence the learning mathematics self-regulated. Most are theoretical study rather than investigation and study. In order to study the learning strategy adjustments of the grade three students and their influences in learning, we conducted an investigation to 392 students coming from 5 high schools in Jingan District based on the existing research. Firstly, after the overview and sorting of the mathematical learning strategies and self-regulated learning strategy documents, we divided the self-regulated ability into four stages, six dimensions on the basis of the current studies, and made an assessment scale in mathematics reviews of the self-regulated learning strategy. Secondly, through questionnaire analysis, we found the three factors that affect the grade three students’self-regulated learning strategies during learning and classified into "process management strategy" and " active study strategy", "help-seeking strategy". Thirdly, we’ve done the research as below:①research on the inner structure of dimensions of self-regulated learning strategies by using the factor analysis method to the students in grade three in Jingan District; (2) using variance analysis, study with grade three student in self-learning strategies ("process management strategy" and " active study strategy", "help-seeking strategy"), self-regulated stage (initial preparation, monitoring, control, reflection and reaction) and the score difference between male/female students and art/science students; (3) use multiple regression analysis, study on whether or not there are significant prediction function in the major art and science, different genders, the learning strategy and the students’ self-regulated ability. Finally, based on deeper interviews with students and the case analysis, we brought up some suggestions in mathematics teaching to the grade three students.The result of the study shows that:(1) the whole situation of the self-regulated learning strategies in grade three students’math study still need to be strengthened; the most commonly used learning strategy is cognition and motivation in the emotional field, while time and mission is much less used; (2) The initial stage of self-regulated learning strategies are superior to the stages under monitor, control and reaction and reflect; (3) in the mathematics learning for the grade threes, the female students normally do better than male students in the process management strategy, and in the use of "control" and "reflect and response" on the stage of the self-regulated learning strategy; (4) there are no obvious differences between students major in arts and science on self-regulated learning strategy; (5) there are no significant differences among the grade threes coming from different high schools on self-regulated learning strategy; (6) one of the self-adjustment study strategies called " active learning strategy" has significant effect on improving the mathematics scores for the grade threes, as well as the use of self-regulated learning strategy in the initial preparation stage and the monitor stage.According to the theoretical analysis and the results of the survey, the main teaching advices by this study are:(1) the self-regulated study strategy training should start as soon as possible, by which the students can use different kinds of operative learning strategies, to improve the leaning situation and then become self-regulated learners; (2) teachers should train the students’ reflection ability and strengthen the knowledge occurrence training in the process of teaching; (3) teachers of the grade threes should avoid speaking all class long, they should give students more time and space to rethink and focus on the timely feedbacks during teaching.