Technology-Assisted Self-regulated Learning: Practice in a Senior High School Classroom

Abstract

Now that the world is changing, people should take control of their own learning and adopt self-regulated inquiry as a lifelong priority. People learn lots of things from different sources which influence to the way of life and decision making; hence, self-regulated learning takes an important role nowadays. At present, the Curriculum Guidelines of 12-Year Basic Education focus primarily on the core competency for curriculum development, emphasizing that students are proactive learners. Therefore, this study adopts the action research method, taking the three-year class and students of a senior high school in New Taipei City where the researcher teaches as the teaching implementation field and research objects. It is hoped that through the teaching model and strategy of self-regulated learning, the development of teaching and learning activities of self-regulated learning courses can be enhanced, and the reflection from theory to practice process can be proposed. Finally, it summarizes the research results in classroom teaching of self-regulated learning, and puts forward specific suggestions for the application of self-regulated learning for teachers in the future.