The Concept and Teaching Design of Self-regulated Learning
Self-regulated learning has a long history of research, involving a broad field with a wealth of content. It is also teaching practices with diverse forms. This paper outlines the importance of self-regulated learning and its implications, as a teaching design and assessment of self-regulated learning basis; secondly, are set forth in the current domestic and international research and promoting self-regulated students from three perspectives of teaching design-cognitive approach, humanistic approach, technological approach to develop learning capacity, expected to help teachers better understand the theory of self-regulated learning and to clarify the teaching design of self-learning in order to develop a suitable path of self-learning teaching.
|關鍵詞||人本取向、自主學習、科技取向、教學設計、認知取向、humanistic approach、self-regulated learning、technological approach、teaching design、cognitive approach|