學生自主學習的概念及其培養

教育目標不僅要使學生獲取知識，更要使他們學會學習。近年，各地較多強調通過不同科目或學習領域的學習與教學，可以培養學生的共通能力。這些能力都是培養學生自主學習的重要條件。本文對自主學習的定義和概念作出一些分析，對有關研究和教與學作出一些簡介。文中提及學生自主學習定義包含三個特點：他們採用自主的學習策略、他們面對自我學習成效回饋的積極響應、以及他們互動地推動學習過程。自主的學生選擇和採用自主學習策略，在反思學習成效與技巧的基礎上，爭取理想的學術成果。筆者最後提出建議：(1)如何應用學習動機、課室管理、教師教學和教師期待以探討自主學習在課堂教學過程中的實踐；(2)如何以自主學習這個概念貫徹於各科或各學習領域的課程設計的各個課程要素中。筆者期望，研究自主學習能有助學生學習。
Our educational goals are not only to enable students to acquire knowledge, but also to develop them learn how to learn. In recent years, there is more emphasis on the cultivation of students’ generic skills throughout teaching and learning of different subjects or learning areas. These generic skills are actually the main component of the development of self-regulated learning. This paper is an analysis of the definition and concept of students’ self-regulated learning, and it is also a summary of the related research and teaching as well as learning that is concerned. The definition of self-regulated learning includes three characteristics in the paper: the strategies of self-regulated learning that students used, student’s positive response to the effectiveness and feedback from self-regulated learning, and the learning process being advanced in students’ interaction.Students, based on their reflection on learning skills and effectiveness, try to achieve ideal academic results, with their own choices on learning and self learning strategies adopted. At last, the authors have suggested: (1) How to apply motivation, classroom management, teaching, and teachers’ expectation in the implementation of self-regulated learning in classrooms; (2) How to implement self-regulated learning in different subjects and learning areas throughout the essential elements of the curriculum. The authors expect that research on self-regulated learning can really help students learn. Copyright © 2012 華東師範大學.