An Interview Analysis of Teaching and Learning in Young Children’s Self- Regulated Learning Process
In the “ECEC curriculum framework (Taiwan, R.O.C.)” released by the Ministry of Education of Taiwan in 2017, it emphasizes “enhancing children’s ability of self-regulated learning” and “giving children enough time to explore and experience a complete learning process.” Therefore, this paper is to explore the course of children’s self-regulated learning to explain the “complete learning course” mentioned in the syllabus. Using the methods of literature analysis and interview research, this paper interviewed three current kindergarten teachers and asked them to think about “what problems should be solved?”, “How to solve the problem?”, “the state of problem-solving?”, and “How to solve the problem better?” when guiding children to solve problems. The focus of teaching and learning on the four issues. After the interview, it was found that it is very important to develop children’s self-regulated learning habits. It is better to start with children’s daily life problems. Children’s self-regulated learning process can be divided into four stages and have their flexibility. The four stages of children’s self-regulated learning process can be further subdivided into many steps, and in the process of children’s self-regulated learning, the emphasis of teachers’ “teaching” and students’ “learning” can be considered for future research. Finally, four suggestions for fostering children’s autonomous learning ability are proposed, which are to guide children’s self-regulated learning to adopt a four-stage self-regulated learning process, create successful situations and opportunities, and improve learning motivation to develop children’s attitudes and cultivation of self-regulated learning. The habit of self-regulated learning is based on the child’s lifelong self-regulated learning ability.
|關鍵詞||幼兒、自主學習、學習歷程、young children、self-regulated learning、learning processes|