基于微課的自主學(xué)習(xí)策略研究

1、 Abstract Shanghai Normal University Master of PhilosophyIIAbstractIn recent years, microlecture in China sets off a boom, causing the majority ofeducational researchers’ attention. As a product of network information t

2、echnology inthe field of education, how to use the microclecture to promote teaching and learninghas becoming an urgent problem to be solved. At present, the focus of attention athome and abroad is how to use the microle

3、cture to promote the teaching of teachers,and on the learning of microlecture is not satisfactory. In promoting lifelong learningand learning society today, self-regulated learning becomes the norm that has reachinga con

4、sensus. The emergence of microlecture, provides a wide range of self-regulatedlearning for learners, with unparalleled advantages. Therefore, the study of how topromote the self-regulated learning of microlecture is a va

5、luable subject.Self-regulated learning under the environment of microlecture refers to the learners inthe open learning environment, the use of network communication technology andterminal equipment provided by the learn

6、ing support service system, with the help ofteachers and under the guidance of their own needs, taking the initiative to determinethe learning objectives, choose the learning resources, use the learning strategies,adjust

7、 the learning process and evaluate the outcomes of learning, as to carry out themeaningful learning of a style of learning.This paper adopts the research methods of literature study, observation and casestudy. Based on t

8、he research status of microlecture, self-regulated learning and thetheory of constructivist learning theory, this paper analyzes the factors ofself-regulated learning under the environment of microlecture. Based on the S

9、WOTanalysis, promote the advantages of self-regulated learning by microlecture, whichdiscusses the relationship between microlecture and self-regulated learning. On thisbasis, through the introduction and analysis of Zim

10、merman and other people'sself-regulated learning models, combined with the elements of self-regulated learningenvironment, under the guidance of the theory of constructivist learning theroy,construct a self-regulated

11、 learning model of microlecture environment. The modelinclude three stages,namely goal setting and self-motivation stage, self-regulatedlearning stage and outcome evaluation stage,five elements which is learners, teacher