纽约代写作业:理论框架

2017-07-23 17:49

对应于班杜拉（1986）的理论框架，齐默尔曼（1989）提出了基于三维模型的自主学习模型。齐默尔曼（1989）提出，个人因素不是自我调节学习的唯一基础，而是相互联系的环境因素和行为因素。自主学习相关的特定的个人因素包括元认知等行为和规划控制；学习者的知识，如自我调节和声明的过程；自我的信念和价值观，如动机、自我效能、目标、和情感的过程，如焦虑。此外，与自我调节学习有关的行为因素包括学习者的自我评价、自我反应和自我观察。此外，环境因素包括社会环境，例如亲历经验形成的建模和言语说服从学生和其他教师的支持形成；和物理环境，如外部的结果和任务的特点。齐默尔曼和他的同事们（Kitsantas、齐默尔曼和克利，2000；崇德&齐默尔曼，1996；崇德&齐默尔曼1997）传达了一种社会认知对电机的发展模型，理论框架这个模型，在收购新的运动技能所涉及的自律、学习经历四个阶段：模仿、观察、自我控制、自我调节。根据这个模型，观察和模拟最初是从社会学习经验发展而来的，而学习者则培养自我控制和自我调节能力，以获得高水平的技能。
纽约代写作业:理论框架
Corresponding to Bandura (1986) theoretical framework, Zimmerman (1989) proposed self-regulated learning model based on triadic model. Zimmerman (1989) proposed that personal factors are not the only foundation in self-regulated learning, but also environmental, and behavioral factors that connect with each other reciprocally. Specific personal factors associated to self-regulated learning include metacognitive such as behavioral and planning control; learners' knowledge, such as self-regulative and declarative processes; self-beliefs and values, such as motivation and self-efficacy, goals, and affective process, such as anxiety. Additionally, behavioral factors related to self-regulated learning consist of learners' self-evaluations, self-reactions, and self-observations. In addition, environmental influences include social situations, for example enactive experiences formed by modeling and verbal persuasion formed by support from students and other teachers; and the physical environment, such as external outcomes and task features.Zimmerman and colleagues (Kitsantas, Zimmerman, & Cleary, 2000; Schunk & Zimmerman, 1996; Schunk & Zimmerman, 1997) conveyed a social cognitive model of the development of motor and to this model, in the self-regulation involved with the acquisition of new motor skills, learner's progress through four sequential stages: emulation, observation, self-control, and self-regulation. According to this model, observation and emulation initially develop from social learning experiences, while learners cultivate self-control and self-regulation to acquire a high level of skill 

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