| Summary: | 碩士 === 國立臺灣師範大學 === 課程與教學研究所 === 103 === Self-regulated learning (SRL) addresses the problems of how students transform their intrinsic and extrinsic factors into learning. Moreover, SRL is often utilized for individual teaching or less students in the classes. Even in normal classes, SRL is usually implemented independently, but less have some examples that mixed with existence curriculum. Researcher considered that instructional theories should be practiced within existing curriculum and class context. In this study, SRL was incorporated into Social Studies teaching and assigned projects as learning tasks. Students were guided to learn how to regulate their own cognition, motivation and behavior during learning process. There were 28 students of 6th grade who participated in this research. We observed that students' learning performance through video, questionnaire, semi-structured interviews and the project of context. The conclusion found that the self-monitor had positive effect on some students. On the other hand, Some students may have ameliorate acts through teacher's guide. Besides, there had a gap between first evaluation and real execution. Students need to ameliorate themselves through teacher's guide and discussion. The statistical results showed that from students’ cognitive, motivation, and behavior of self-regulated learning, only the behavior had positive correlation and forecast the score of projects. Research hope to offer some enlightenment to educators, and advance the emphasis on students' self-regulation.
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