认知结构理论的扩展化:自我调节学习的建构主义理论

The Expansion of Cognitive Structure Theory: Construction of Learning Self-regulation

认知结构理论的扩展化时期,众多认知心理学家不断扩充认知结构理论,对认知结构的过程和机制进行了具体而细微的研究,为真正的课堂教学提供了广泛而具体的指导。自我调节学习近20年来得到了广泛关注,成为教育心理学的研究热点,自我调节学习是有效地进行学习和解决问题的主要方面,能够促进学习在新情景中的迁移。学生的自我调节学习过程中存在三个影响因素即个人、环境和行为。自我调节学习的建构主义理论是认知结构理论在扩展化时期发展的重要代表之一,是指在学习活动中建构自我调节学习的理论。这些理论包括四方面的内容:即自我能力理论、努力程度理论、学习任务理论和学习策略理论。

In the expansion period of cognitive structure theory, a large number of cognitive psychologists continue to expand the cog- nitive structure theory; they do the specific and detailed research about the process of cognitive structure and mechanisms that pro- vided extensive and specific guidance for the real classroom teaching. Self-regn]ated learning nearly 20 years was been widely con- cerned, as the educational psychology research focus, Self-regulated learning is to effectively carry out study and solve major prob- lems, can promote learning migration in the new scenario. Students learn self-regnlation in the course of the three factors that impact on individuals, environment and behavior. Construction of learning self-regulation is on behalf of one the theory of cognitive theory in the expansion of the important period of development, which builds self-regulated learning theory in the learning activities. These theories include four aspects： self-theory, attitudes and efforts theory, theory of learning tasks and learning strategies theory.