| dc.description.abstract | The purpose of this study was to investigate the learning process of 4th grade students through Self-Regulated Learning (SRL) in math class. The thesis was based on Self-Regulated Learning theory of Zimmerman and action research. The object of this study was an elementary school 4th grade art talent class 22 students in north Taiwan. The course times spent nine weeks. Most past research were focused on the effectiveness of self- regulated learning. But this study was deeply to understand the process of self-regulated learning, to provide and explain real education scene about self-regulated learning.Used the ways of pre-test and post-test, set goals, curriculum integration, and self-reflection to help students in self-regulated learning. Besides, through quantitative analysis to analyze students’ learning achievement. Teacher participated in and observed how to assist students in self-regulated learning, how students published personal learning network, and understood students’ change of learning attitude through interviews. A descriptive survey design was adopted to collect students’ class notes, correct errors in printing of homework and quizzes, learning reflection of math diaries, as well as interview stories about seven students to present learning process. The results revealed that teacher gave assistance in appropriating times can effectively revise teaching and develop self-regulated learning, learning combined with multiple factors, also, students’ academic performance was clearly improved after self-regulated learning integrate into math class. The study results may serve as a guide for teachers of self-regulated learning apply into courses. | en_US |