香港中學中文科教師推動學生自主學習之研究

A Study on the Introduction of Self-regulated Learning in the Classroom by Hong Kong Secondary School Chinese Language Teachers

吳善揮(Eric Sin-Fai Ng)

《學校行政》 95期 (2015/01) Pp. 133-154

https://doi.org/10.3966/160683002015010095008

摘要

近年，自主學習成為了全球教育改革的焦點，一改以往以教師為課堂主體的教學傳統，以學生擔任主導課堂的角色，以讓學生可以自行探究學習，建構屬於自己的知識。為了回應國際教育發展的潮流，香港中國語文科（下稱中文科）的課程改革，亦要求中文科教師以學生為學習之主體，促進他們的自主學習。然而，香港學術界至今仍沒有對中文科教師實施自主學習的情況進行調查或研究。因此，筆者認為實在有必要對之進行調查及研究，以解決教師在推行自主學習模式時所遇到的困難，以利他們能夠持續推動、深化自主學習的發展。由是觀之，本研究為質性研究，旨在透過與六名中文科教師（曾在課堂推行自主學習）的深度訪談，探討前線中文科教師在推動學生自主學習時的情況；結果發現教師在（1）教學進度、（2）專業知識、（3）學校支援、（4）教師意願、（5）學生能力各方面均遭遇到困難，而筆者也同時發現推行教師自主學習的模式都頗為單一、類似，這反映出教師仍然未能夠完全掌握自主學習理論的重點，而認知度亦未算全面。筆者將在研究結果的基礎上提出因應的策略，以供廣大的教育同工作為參考。

關鍵字

香港 ； 自主學習 ； 學與教 ； 中國語文科 ； 中文科教師

並列摘要

Self-regulated learning has become the focus of global education reform in recent years. Students play a more important role in the learning process; teachers organize more self-regulated activities to let them explore their own learning interests for the objective of constructing their own knowledge base by themselves. In response to the trend of the international educational development, Hong Kong Education Bureau has carried out curriculum reforms on the Chinese Language subject; which requires Chinese Language teachers to promote self-regulated learning in the classroom. However, research on investigating the implementation of self-regulated learning in the Chinese language classroom is yet to be conducted by Hong Kong academics. Therefore, we believe that it is necessary to carry out such investigation to resolve the difficulties met by the Chinese Language teachers, to facilitate the continuation of the development of self-regulated learning. From this perspective, this study is a qualitative research which the researcher interviewed six Chinese Language teachers (who have introduced self-regulated learning in the classroom) to explore the difficulties they have encountered. Following difficulties of the Chinese Language teachers have been found: (1) teaching progress, (2) professional knowledge, (3) support of school, (4) willingness of teachers, and (5) ability of students. It is noted that the ways of implementing self-regulated learning are rather monotone and similar, revealing the teachers' lack of understanding on the core principles of self-regulated learning. The researcher has suggested strategies based on the results found, for the reference of teaching fellows.

並列關鍵字

Hong Kong ； self-regulated learning ； learning and teaching ； Chinese Language ； Chinese Language teachers

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