Comparative Study on Chemistry Self-Regulated Learning Strategies Among Different Learning Level Students
WU Han-Qing1,2, FANG Ping2
1. Department of Chemistry, Capital Normal University, Beijing 100048, China; 2. Department of Psychology, Capital Normal University, Beijing 100048, China
Abstract Using self-compiled "chemical self-regulated learning strategies scale", this paper investigated 684 high school students in Beijing. The research showed that significant correlation between self-regulated learning strategies and outstanding or poor academic performance, but middle academic performance. Specifically, the dimensions of motivation strategies:the outstanding students had a strong intrinsic motivation; poor students were lack of basic interest in learning; the motivations of middle level students were not clear. The dimensions of cognitive strategies:outstanding students had strong initiative, diverse thinking, strong structural knowledge; poor students didn't have good study habits, a single method, knowledge scattered; the depth of knowledge processing was not enough for middle level students. The dimensions of management strategies:outstanding students had a strong management capability of time, "correction notebook" and experiment manipulation; poor students were lack of all aspects of management; the management capacities of middle level students needed to be improved. In view of this, this paper put forward some teaching strategies.
WU Han-Qing, FANG Ping. Comparative Study on Chemistry Self-Regulated Learning Strategies Among Different Learning Level Students[J]. , 2017, 38(1): 42-47.