A Study on the Process of the Establishment of Self-Regulated Learning in Science Education

本研究的目的在于解决科学教育中自我调节学习（SRL）的建立过程。我们分析了SRL与表征能力发展之间的相互关系。然后，我们建立了基于社会文化视角的教学来促进语言学习。结果表明：(1)学生能够通过学习翻译和联想不同的表征模式来扩展和细化他们的知识。(2)学生的科学学习进程包括表征不同功能的转换过程。(3)构成SRL中枢的元认知监测和元认知控制发生了变化。协同对话促进了SRL的发展，扩展和深化了学生的科学观念。

The purpose of this study was to solve that the process of the establishment of self-regulated learning (SRL) in science education. We analyzed the interrelation between SRL and developing representational competences. Then we built didactics based on the socio-cultural perspectives to promote SRL.Results indicate that (1) Students were able to extend and elaborate their knowledge through the learning of translating and relating the different modes of representation.(2) Students' science learning progression includes conversion process of the different functions of representation.(3) Metacognitive monitoring and metacognitive control that form the hub of SRL has adapted. SRL was promoted by coregulatory dialog, and it extended and deepened students' scientific concepts.