學生自主學習:教學條件與策略

李子建, 邱德峰

Research output: Contribution to journalArticles

Abstract

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.
Original languageChinese
Pages (from-to)47-57
Journal全球教育展望
Volume46
Issue number1
Publication statusPublished - 2017

Citation

李子建和邱德峰(2017):學生自主學習:教學條件與策略,《全球教育展望》,2017(1),頁47-57。

Keywords

  • 自主學習
  • 自我調適
  • 條件
  • 策略
  • Self-regulated learning
  • Self-monitoring
  • Condition
  • Strategy
  • Alt. title: Student’s self-regulated learning: The conditions and strategies of teaching