混合式教学环境下大学生自我调节能力的培养

Cultivation of College Students’ Self-Regulating Capacity in a Blended Learning Environment

本研究以Winne & Hadwin 的自我调节模型为理论依据，探讨引导学习者进行元认知监控是否能提升其自我调节能力。通过设计结构性自我报告作为干预手段，引导学习者在学习前进行任务分析和目标设定，学习后进行自我监督和反思，发现该手段可以提升学习者的自我调节能力，但是效果的稳定性还需要更持久的实验加以进一步验证，建议辅助策略培训，以期能稳定长期地提升学习者的自我调节能力。

This research, on the basis of Winne and Hadwin’s 4-phase model of self-regulated learning, intends to explore whether learners can promote their self-regulating capacity under the teacher’s guidance on metacognitive monitoring. Structured self-report is adopted as an intervention method to guide learners to implement pre-learning task analysis and goal setting as well as post-learning self-monitoring and retrospection. It has been discovered that this method may promote learners’ self-regulating capacity, but the stability of the effects calls for further validation through longer-term experiments. And strategy training is also suggested for the steady promotion of learners’ self-regulating capacity in a long run.