課堂環境對香港學生自主學習的影響：兼論“教師中心”與“學生中心”之辨

近年來，兩岸三地的課程改革均將自主學習作為一項重要目標，試圖培養和鞏固學生的自主學習動機與策略。西方學者的許多研究表明，宣導學生中心的課堂環境有助於促進學生自主學習能力的發展，而偏重教師中心的課堂環境則不利於學生的自主學習。本研究基於香港中小學生對課堂環境觀感和自主學習動機與策略的兩項調查，發現教師中心的課堂環境對香港學生的自主學習同樣具有促進作用，並依此分析了華人文化情境中課堂環境及學生自主學習的特徵。
Self-regulated learning is one of the major objectives of curriculum reforms across China, including Hong Kong, Taiwan and mainland, aiming at cultivating students’ competence and motivation for self-regulated learning. Many Western researchers suggested that student-centered classroom environment can facilitate students’ self-regulated learning while teacher-centered classroom environment will impede. However, two recent studies in Hong Kong found even teacher-centered classroom environment can promote students’ self-regulated learning, too. Based on these findings, this paper explored the characteristics of classroom environment and self-regulated learning in the context of Chinese culture. Copyright © 2010 北京大學.