超文本学习环境中差生自我调节学习的过程干预

The Intervention of Low-achievement College Students' Self-regulated Learning Ability in Hypertext Learning Environment

随着计算机网络技术的出现和普及，超文本逐渐成为人们阅读和学习的重要信息呈现方式。在超文本背景下，如何引导学生特别是差生进行有效的自我调节学习也成了学会学习的一项重要任务。本研究采用了口语报告和实验干预的方法，使用Azevedo 等提出的自我调节学习过程模型的分类标准和自编的标准化日记，探讨在超文本环境下干预对差生的自我调节学习能力和学业成绩的影响。结果发现，通过为期四周的过程干预后，差生的自我调节学习能力有了显著的提高，而且干预后的学习成绩也得到显著改善。因此，在超文本环境下，对差生进行标准化日记的干预过程可以促进其自我调节学习能力和学习成绩。

With the emergence and popularity of computer network technology, hypertext has gradually become the main form for people to read and learn. How to guide students, especially the low-achievement students, to use effectively self-regulated learning has also become an important task. With Azevedo's classification of self-regulated learning model and self-developed standard diary, the authors conducted an intervention on self-regulated learning capability of low-achievement students. The results show that self-regulated learning capability and the academic achievement of low-achievement students have been improved after four weeks' intervention.