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The Study of Self-Regulated Learning and Curriculum Practice in the Experimental Public School
public school-based experimental education
Since Three-types Acts of Experimental Education was enacted in 2014, all public schools are allowed to innovate school education with experimental efforts. In recent years, self-regulated learning has been regarded as a prerequisite for lifelong learning. The term signifies that students are expected to develop self-awareness, initiation, and proactive attitudes toward learning. With the dual advantages supported by experimental education and new curriculum policies, self-regulated learning becomes an essential part of students' competence images. Therefore, endowed with innovation aspiration derived from experimental education policies. This study purposedly chose a public school and one of its class as the observation field of a case study. The data were collected through observations, interviews, and relevant documents of the case school. This research focused on how the case school employed self-regulated learning as the primary tenets to design school systems and cultivate students with self-regulated learning capacity through theme-based curriculum and hands-on activties. Furthermore, the findings also discussed the challenges and corresponding strategies of the school in promoting self-regulated learning, and pictorializing self-regulated learning with holistic meanings and image. The conclusions are as follows: （a）The process of institutionalizing an self-regulated learning school goes through three stages of preparation, establishment and adjustment of practices. （b）The operationizing of the school system has consistently corrisponded to cultivation of the students' self-regulated learning ability. （c）Integrating classroom practices with five mechanisms into curriculum instruction. （d）The challenges of the experimental school derived from consensus-building and the lack of time resources. （e）The cyclical development of lesson preparation, reflection and growth were important mechanisms for healthy of stabilizing the school. Finally, suggestions were provided to promote self-regulated learning for schools and subsequent future research according to conclusions above.
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