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題名：自主學習課堂實踐之張力：香港個案研究
書刊名：課程與教學
作者：高寶玉／徐慧璇
作者(外文)：Ko, Po Yuk／Xu, Hui Xuan
出版日期：2018
卷期：21:2
頁次：頁33-58
主題關鍵詞：香港；自主學習；課堂實踐；張力；Hong Kong；Self-regulated learning；Classroom teaching；Tensions
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(4) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:4
  • 共同引用共同引用:95
  • 點閱點閱:6
自主學習（Self-regulated Learning, SRL）為近年各地教育界關注的課題。西方文獻多從心理學的角度探討教授自主學習對學習者的影響，中國大陸及臺灣的實踐以改變課堂模式來促進學生自學與協作，香港的自主學習課堂則融會中西理論與實踐，以多元模式進行。文獻中對自主學習理論的討論甚多，唯較少深入分析由教師開發的自主學習課堂的特質。本文採用個案研究方法，分析一個由香港教師設計的自主學習課堂的特色，探討教師如何把自主學習元素滲透到日常課堂中，在設計過程中遇到的張力（tension），以及如何處理。本文的個案能為探討於常規課堂中實踐自主學習提供參考。
In recent years, self-regulated learning (SRL) has been widely discussed in education sectors worldwide. Studies from the western world usually discuss the influences of SRL on student learning from the perspective of psychology. The SRL models from Mainland China and Taiwan tend to make changes to their original classroom practice and teaching approaches with the purposes of enhancing students' abilities in self-learning and collaborative learning. The classroom practice in Hong Kong demonstrates a multidimensional model, which tends to integrate the theories and practices from both the West and the East. The existing literature focuses on SRL theories, but very little is available on the characteristics of teacher-designed SRL lessons. This paper adopts Case Study approach to illustrate the unique features of teacher-designed SRL lessons in Hong Kong. It explores the ways that teachers integrate the SRL elements in regular classroom practice as well as the tensions emerged in the process. The methods for dealing with such tensions are also discussed. This paper provides experiences for further exploration of integrating SRL elements into regular classroom teaching practices.
期刊論文
1.Dignath, C.、Buettner, G.、Langfeldt, H. P.(2008)。How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes。Educational Research Review，3(2)，101-129。  new window
2.Bolhuis, S.、Voeten, M. J. M.(2001)。Toward self-directed learning in secondary schools: What do teachers do?。Teaching and Teacher Education，17(7)，837-855。  new window
3.Paris, Scott G.、Paris, Alison H.(2001)。Classroom applications of research on self-regulated learning。Educational Psychologist，36(2)，89-101。  new window
4.Hamman, D.、Berthelot, J.、Saia, J.、Crowley, E.(2000)。Teachers' coaching of learning and its relation to students' strategic learning。Journal of Educational Psychology，92(2)，342-348。  new window
5.張輝誠(20150600)。推廣學思達教學法的十年策略。中等教育，66(2)，6-15。new window  延伸查詢new window
6.Spruce, R.、Bol, L.(2015)。Teacher beliefs, knowledge, and practice of self-regulated learning。Metacognition Learning，10(2)，245-277。  new window
7.呂冠緯(2015)。跨越翻轉教學的鴻溝。教育脈動，1，65-75。  延伸查詢new window
8.高寶玉、賴明珠(2015)。在特殊學校中運用課堂學習研究優化數學課堂。香港特殊教育期刊，17，93-102。  延伸查詢new window
9.王濤(2009)。山東「杜郎口教學模式」的先進性。中學語文：大語文論壇（下旬），27，41-43。  延伸查詢new window
10.張暘、蒙澤察(2013)。「導學案教學」與 「翻轉課堂」的價值，限度與共生。全球教育展望，2013(7)，10-17。  延伸查詢new window
11.黃豐華(2011)。扶持學生積極自學--從教案到學案的思考。新課程研究：基礎教育，2011(9)，80-82。  延伸查詢new window
12.趙志成(20140000)。香港推行自主學習的探索。教育學報，42(2)，143-153。new window  延伸查詢new window
13.劉潔玲(2010)。校本協作計劃中語文教師在閱讀教學的觀感和教學模式的改變。教育研究學報，25(2)，287-324。  延伸查詢new window
14.Kistner, S.、Rakoczy, K.、Otto, B.、Dignath-van Ewijk, C.、Buttner, G.、Klieme, E.(2010)。Promotion of self-regulated learning in classrooms: Investigating frequency, quality, and consequences for student performance。Metacognition and Learning，5(2)，157-171。  new window
15.Ko, P. Y.(2007)。Interpreting differences in learning in terms of differences in the pattern of variation and invariance in teaching: The Hong Kong Learning Study。Nagoya Journal of Education and Human Development，3，1-15。  new window
16.Perry, N. E.、Hutchinson, L.、Thauberger, C.(2008)。Talking about teaching self-regulated learning: Scaffolding student teachers' development and use of practices that promote self-regulated learning。International Journal of Educational Research，47(2)，97-108。  new window
17.Boekaerts, M.(1999)。Self-regulated learning: Where we are today?。International journal of educational research，31(6)，445-457。  new window
18.Zimmerman, B. J.(1990)。Self-regulated learning and academic achievement: An overview。Educational Psychologist，25(1)，3-17。  new window
19.Zimmerman, B. J.(1998)。Academic studying and the development of personal skill: A self regulatory perspective。Educational Psychologist，33(2/3)，73-86。  new window
20.程炳林、林清山(20010100)。中學生自我調整學習量表之建構及其信效度研究。測驗年刊，48(1)，1-41。new window  延伸查詢new window
21.Zimmerman, Barry J.(2002)。Becoming a self-regulated learner: An overview。Theory Into Practice，41(2)，64-70。  new window
22.梁雲霞(20061200)。從自主學習理論到學校實務--概念架構與方案發展。當代教育研究季刊，14(4)，171-206。new window  延伸查詢new window
23.吳善揮(20150100)。香港中學中文科教師推動學生自主學習之研究。學校行政，95，133-154。  延伸查詢new window
圖書
1.Knowles, M. S.(1975)。Self-directed learning: a guide for learners and teachers。Cambridge Adult Education。  new window
2.香港課程發展議會(2014)。基礎教育課程指引--聚焦‧深化‧持續（小一至小六）。香港課程發展議會。  延伸查詢new window
3.陳錦榮、章月鳳(2014)。如何在小班推行自主學習集思錄。香港：香港教育學院小班教學中心。  延伸查詢new window
4.Wenger, Etienne(1998)。Communities of Practice: Learning, Meaning, and Identity。Cambridge University Press。  new window
5.Bergmann, Jonathan、Sams, Aaron(2012)。Flip your classroom: Reach every student in every class every day。International Society for Technology in Education。  new window
圖書論文
1.Paris, S. G.、Byrnes, J. P.、Paris, A. H.(2001)。Constructing theories, identities, and actions of self-regulated learners。Self-regulated learning and academic achievement。Mahwah-NJ：Lawrence Erlbaum Associates, Inc., Publisher。  new window
2.Pintrich, P. R.(2000)。The role of goal orientation in self-regulated learning。Handbook of self-regulation: Research, theory, and applications。Academic Press。  new window
 
 
 
 
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