Роль социальной и самостоятельной регуляции обучения в школьном возрасте
Аннотация
Концепты самостоятельной и социальной регуляции обучения рассматриваются как совокупность практик, позволяющих учащимся развивать «мягкие» навыки для выполнения учебных заданий. Саморегуляция обучения — как навык и как практики — дает возможность учащимся самостоятельно ставить цели, выбирать пути выполнения заданий, отслеживать прогресс и контролировать свои аффективные и мотивационные состояния. Практики социальной регуляции обучения представляют собой выполнение заданий с участием других людей, с применением информационных технологий и факторов окружающей среды и создают предпосылки для совместного регулирования обучения. Соотношение социальной регуляции обучения с саморегуляцией — один из актуальных открытых вопросов в данной области исследований.
В статье рассматривается содержание концептов «саморегуляция обучения» и «социальная регуляция обучения», проведен обзор исследований компонентов этих конструктов, представлена комплексная теоретическая рамка самостоятельной и социальной регуляции обучения, в которой выделены компоненты для целевого изучения в разных образовательных контекстах, описаны результаты исследований на основе этой теоретической рамки и обозначены перспективы изучения саморегуляции и социальной регуляции обучения. Научная актуальность и новизна проведенного исследования состоит в сопоставлении результатов отечественных и зарубежных исследований для оценки актуальных научных представлений о социальной и самостоятельной регуляции обучения и их взаимосвязи в аутентичных школьных контекстах.
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Литература
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