A Perspective on State-of-the-art Research on Self-regulated Learning

A Perspective on State-of-the-art Research on Self-regulated Learning
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自我调节学习最新研究的视角

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发表时间：
2005
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通讯作者：
Philip H. Winne
Philip H. Winne
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文献类型：
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作者：
Philip H. Winne

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自我调节学习（SRL）的理论和研究正在迅速发展，但该领域仍处于掌握之中。当搜索检查所有文本时，使用短语“自我调节学习”对 PsycINFO（2005 年 6 月 25 日 08:30）进行搜索，结果为 463 次。当搜索仅关注标题时，有 207 个点击。使用 Google Scholar 搜索引擎，准确的短语“自我调节学习”产生了大约 471 次点击（2005 年 6 月 25 日 08:31；Google 没有报告确切的点击次数）。本期特刊中的论文重点关注该领域的特定领域，在面对面辅导课程或基于计算机的学习环境中搭建自我调节学习和元认知。这是一个明智的选择吗？1976年，当文献中有一篇文章（Mlott et al. 1976）使用“自我调节学习”一词时（PsycINFO，2005年6月25日08:32，使用日期1900年至1976年搜索），Wood et al.（1976）引入了“脚手架”一词。他们的意思是“一种帮助儿童或新手能够解决问题、执行任务或实现超出其能力范围的目标的援助”（第 90 页）。一个新的问题诞生了：学习者需要脚手架来自我调节学习吗？答案是：是和否。1995年有103篇关于自我调节学习的出版物（PsycINFO，2005年6月25日08:36使用日期1900年至1995年搜索）时，我认为自我调节学习是普遍存在的（Winne，1995a，1995b）。从逻辑上讲，这需要采取任何一种当前和广泛的立场，其中两个特别突出：学习者是代理人。学习者建构知识。无论脚手架是否可用，这些范式立场都要求学习者能够并且进行自我调节学习。根据经验，不可能证明每个学习者都持续参与 SRL，因为无法在每个学习者学习的每个时刻收集验证这一主张的数据。然而，研究表明，SRL 在学习者和任务中很常见（例如，参见 Boekaerts
Theory and research on self-regulated learning (SRL) are growingrapidly but the field is still within grasp. A search of PsycINFO (2005June 25 08:30) using the phrase ‘‘self-regulated learning’’ yielded 463hits when the search examined all text. There were 207 hits when thesearch focused just on titles. Using the Google Scholar search engine,the exact phrase ‘‘self-regulated learning’’ yielded about 471 hits (2005June 25 08:31; Google does not report an exact number of hits). Thepapers in this special issue focus on a particular sector of this field,scaffolding self-regulated learning and metacognition in either face-to-face tutoring sessions or computer-based learning environments. Wasthis a wise choice?In 1976, when there was a single article (Mlott et al. 1976) in theliterature that used the phrase ‘‘self-regulated learning’’ (PsycINFO,2005 June 25 08:32 searched using dates 1900 to 1976), Wood et al.(1976) introduced the term scaffolding. By this, they meant ‘‘a formof assistance that enables the child or novice to solve a problem, car-ry out a task, or achieve a goal that would be beyond his or herunassisted efforts’’(p. 90). A nascent question was born: Do learnersneed scaffolding to self-regulate learning? The answer is: Yes and no.When there were 103 publications on self-regulated learning in1995 (PsycINFO, 2005 June 25 08:36 searched using dates 1900 to1995), I argued self-regulating learning is ubiquitous (Winne, 1995a,1995b). This is logically entailed on adopting any of several currentand widespread stances, two among them being particularly promi-nent: Learners are agents. Learners construct knowledge. Whetherscaffolding is available or not, these paradigmatic stances necessitatethat learners can and do self-regulate learning. Empirically, it isimpossible to prove every learner is constantly engaged in SRL be-cause data to validate this claim can not be collected for each learnerat every instant whenever they learn. Studies show, however, thatSRL is common across learners and tasks (e.g., see Boekaerts