學生自主學習：教學條件與策略

自主學習不僅需要學生自身對其認知、情感、動機、行為和環境等因素進行自我監控與調適，更需要外部環境的創設及學習條件和策略的提供與支援。教師在學生自主學習過程中扮演著至關重要角色，本文一方面引用西方有關自主學習的研究結果和教師可運用的策略，另一方面從下列兩點探討促進自主學習的可能性：一是華人文化社會脈絡對學生學習動機方面和教師教學實踐的影響；二是小班環境可提供的條件及兩岸三地自主學習框架和取向的例子。
Student’s self-regulated learning needs themselves monitor and regulate their own cognitions, emotions, motivations, actions and environments, and it also needs environments construction, learning conditions and strategies offering and support. Teacher plays a crucial role in the process of student’s self-regulated learning. This paper, on the one hand, cites western scholar’s research findings, and on the other hand discusses the possibility of self-regulated learning in the following steps: 1) influence of Chinese culture context on the student’s learning motivation and teacher’s teaching practice; 2) the conditions offered by small scale class and the examples of learning framework offered by Taiwan, Hong Kong and Mainland China. Copyright © 2017 華東師範大學.