以自我導向學習模式發展高中生自主學習微課程之行動研究

Abstract

新世代的教育浪潮下，臺灣教育愈來愈強調應該要培養學生成為終身的自主學習者。不過，總綱對於自主學習的規劃有相當大的彈性，因此不論是對於高中生抑或是現場教師而言都是一項挑戰。為了幫助高中生能夠成為一名自主學習者，教師在過程中仍然扮演了促進與支持的角色，因此，本研究欲深入探討下列研究問題：（一）教師如何以自我導向學習模式為基礎，發展促進高中生自主學習之微課程方案？（二）學生從微課程的開始至結束，其自主學習的歷程為何？教師如何促進學生之自主學習？（三）在微課程的實施歷程中，教師面臨哪些挑戰以及其因應之道為何？ 本研究採用行動研究法，研究者於彈性學習時間開設了「自主學習專攻班」的微課程，研究參與者為自願報名的7位高二學生。為了幫助高中生可以更加投入自主學習，研究者以Garrison（1997）的自我導向學習模式為基礎，設計了共計十週的微課程，帶領同學從動機、自我管理、自我監控此三方面，不斷地嘗試與練習，邁向一個成熟的自主學習者。本研究透過課程方案的設計、課堂觀察、課前與課後訪談等方式，以此瞭解高中生自主學習的實際經驗，以及過程中所展現的教師支持、促進與實踐。本研究之發現與結論整理如下：

一、支持自主學習之課程設計：從Garrison（1997）自我導向學習整合模式出發，發展出支持高中生自主學習的「三階段」課程架構，依序為：課前探索階段、自我導向學習概念引介與嘗試階段、自主學習實踐與反思階段，以此促進同學自主學習之動機，並培養自我管理、自我監控之能力。此外，教師在帶領自主學習的過程中，可適時引入相關媒材或活動，啟發同學從自主學習經驗中自我成長，並覺察生涯發展更多的可能性。

二、學生自主學習之真實經驗：源自於師生、生生之間彼此的真誠與關懷，透過師生「合作建構」、生生「相互共學」，教師與同儕若能不只看見同學的學習歷程與成果，更能看見「這個人」，方有機會幫助同學昇華其自主學習經驗與收穫，共同開創師生「站在一起」的自主學習課堂風貌。 綜上所述，本研究提供教師帶領高中生自主學習具體可行的實踐方針，並提出對於高中生自主學習現場更真實、細膩的詮釋視角。Introduction

Amidst the rising tide of educational reform in the new generation, Taiwan' s education system has increasingly emphasized the importance of cultivating students as lifelong self-directed learners. However, the national curriculum guidelines provide considerable flexibility in the implementation of self-directed learning, which poses significant challenges for both high school students and in-service teachers. In order to support students in becoming autonomous learners, teacherscontinue to play a facilitative and supportive role throughout the process. Therefore, this study aims to explore the following research questions: (1) How can teachers develop a micro-course program that fosters high school students' self-directed learning, based on the Self-Directed Learning Model? (2) What is the process of students' self-directed learning throughout the implementation of the micro-course? In what ways do teachers facilitate students' self-directed learning? (3) What challenges do teachers encounter during the implementation of the micro-course, and how do they respond to these challenges?

Method

This study adopted the action research method. The researcher opened a micro-course of "Autonomous Learning Specialization Class" during alternative learning period. The research participants were 7 high school sophomores who voluntarily signed up. In order to help high school students become more involved in independent learning, the researchers designed a ten-week micro-course based on Garrison's (1997) self-directed learning model to lead students to continuously improve their learning in three aspects: motivation, self-management, and self-monitoring. Try and practice to become a mature autonomous learner. This studyuses curriculum plan design, classroom observation, pre-class and post-class interviews to understand the actual experience of high school students' self-directed learning, as well as the teacher's support, promotion and practice demonstrated in the process. The findings of this study are summarized below.

Findings

1. Curriculum Design to Support Self-Directed Learning: Building on Garrison' s (1997) Integrated Model of Self-Directed Learning, a three-stage curriculum framework was developed to support high school students in their self-directed learning journey. The three stages are: (1) Pre-learning Exploration, (2) Introduction and Trial of Self-Directed Learning Concepts, and (3) Practice and Reflection on Self-Directed Learning. This framework aims to enhance students' motivation for autonomous learning while cultivating their abilities in self-management and self-monitoring. Additionally, teachers can strategically incorporate relevant materials or activities during the process to inspire students' personal growth through their learning experiences and to help them discover broader possibilities in their career development.

2. Authentic Experiences of Students' Self-Directed Learning: Authentic self-directed learning experiences stem from genuine care andsincerity among teachers and students, as well as among peers. Through teacher-student co-construction and peer collaborative learning, when both teachers and classmates not only recognize the student' s learning process and outcomes, but also truly see and acknowledge “the person” behind the learning, there emerges an opportunity to help students elevate their self-directed learning experiences. In doing so, a classroom culture of self-directed learning—where teachers and students“stand together”—can be meaningfully cultivated.

In summary, this study offers teachers concrete and feasible strategies for guiding high school students in self-directed learning, while also providing a more authentic and nuanced perspective on the implementation of self-directed learning in real educational settings.