The research shows that , the perceptions of self - regulation of teachers are not perfect . most of teachers do n ' t know what is the self - regulation ; they accept the theory of self - regulated learning with pleasuare ; they do n ' t evalate correctly ; they do n ' t make it clear that it ' s the teachers " duty to cultivate students " self - regulated learning through the classroom teaching activity . they wrongly believe that students themselves and their families cause students " low ability of self - regulated learning 本研究結(jié)果表明,大部分中學(xué)教師對接受自主學(xué)習(xí)的理念持積極態(tài)度,有運用自主學(xué)習(xí)理念引導(dǎo)學(xué)生學(xué)習(xí)的愿望;但中學(xué)教師對自主學(xué)習(xí)的認識上有欠缺,對相關(guān)知識了解較少;部分教師認為自主學(xué)習(xí)會導(dǎo)致學(xué)生間成績分化(評價) ;一部分教師培養(yǎng)學(xué)生自主學(xué)習(xí)能力的責(zé)任意識不強,存在被動應(yīng)付的現(xiàn)象;還有的教師認為,學(xué)生自主學(xué)習(xí)能力提高的根本因素在于學(xué)生本人的努力和家庭的教育引導(dǎo),與課堂教學(xué)關(guān)系不大。