自我调节学习的基本原理:指导分析和反思的框架

Q4 Social Sciences

Educational Practice & Theory Pub Date : 2019-06-01 DOI:10.7459/EPT/41.1.03

K. Peel

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引用次数: 7

摘要

本文提出了一个框架的自我调节学习(SRL)是基于概念化的突出构念在文献。为了探索在教育背景下促进自主学习的机会，有必要从概念上界定使个人能够在学习过程中作为积极参与者进行思考和感受的影响。SRL的基本原理阐明了学习者如何构建和合理化目标，并承担监督认知、动机和行为的责任，以实现他们的能力。该框架通过提供:数据分析的概念性视角，邀请未来的研究和反思;也是教育工作者反思实践的创新代表。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Fundamentals for Self-Regulated Learning: A Framework to Guide Analysis and Reflection

This paper presents a framework for self-regulated learning (SRL) that is based on the conceptualisation of prominent constructs in the literature. To explore opportunities that promote SRL in educational contexts, it is necessary to frame conceptually the influences that empower individuals to think and feel as active participants in their learning processes. The SRL fundamentals clarify how learners construct and rationalise goals, and accept responsibility for monitoring cognition, motivation and behaviour to realise their capabilities. The framework invites future research and reflection by providing: a conceptual lens for data analysis; and an innovative representation for educators to reflect on practices.

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来源期刊

Educational Practice & Theory Social Sciences-Education

CiteScore

0.40

自引率

0.00%

发文量

期刊介绍： Educational Practice and Theory in its 40th year of publication continues as an important independent forum for original ideas in education research relevant to aspects of education including K-12 schools, education reforms, teaching methods and educational leadership. Educational Practice and Theory is: -a refereed journal with a distinguished panel of consulting editors; -comparative in focus; -innovative, path-finding and provocative; -diverse with reports on a wide range of countries and themes, and -applied and theoretical.