運用德國「工作站學習法」促進學生自主學習的教學策略

The Teaching Strategies Using German ＂Learning Stations＂ to Enhance the Self-Regulated Learning

林吟霞(Yin-Hsia Lin)

《課程與教學》 21卷2期 (2018/04) Pp. 1-32

https://doi.org/10.6384/CIQ.201804_21(2).0001

摘要

自主學習是當代重要的教育議題，本文探析教師運用德國工作站學習法促進學生自主學習的教學策略，研究結果顯示：一、激發學習動機的教學策略為「根據個別學生能力和特質設計工作站任務和學習方式」、「提供彈性、自在的活動空間」、「著重歷程回饋、個別和非競爭性的獎勵」；二、促進後設認知的教學策略為「提供多元的、不同難易度的學習任務，由學生自主決定執行學習任務的順序」、「善用『學習自我檢核表』」、「運用提問引導學生自我省思」；三、提升學生學習策略的技巧有「將學習策略融入工作站操作活動」、「教師適時並適度示範學習策略」、「提供楷模學習與合作學習的機會」、「課程結束後繼續練習學習策略」。文末根據結果，指出教師運用工作站學習法促進自主學習之教學建議。

關鍵字

工作站學習法 ； 自主學習

並列摘要

Self-regulated learning (SRL) is an important topic of contemporary education. This paper analyzes the instructional strategies of teachers using the German learning stations to enhance the students' SRL. The results show that: First, the strategies to improve motivation are as follows: (i). designing the tasks of learning stations and learning modes according to the individual students’ characteristics and orientations; (ii). providing flexible and comfortable space for activities; (iii). providing feedback during the learning process and establishing individual and non-competitive reward systems. Secondly, the teaching strategies that can help learners develop metacognitive skills are: (i). providing multiple learning tasks in different levels of difficulty, and letting students decide on the order of their performance on tasks; (ii). making good use of the self-checklist for learning activities; (iii). guiding students to self-reflection through dialogues and questions. Thirdly, the techniques which improve students' learning strategies are: (i). incorporating the learning strategies into the operational tasks of learning stations; (ii). teachers' timely and moderate demonstration of learning strategies; (iii). providing opportunities for peer-to-peer learning and cooperative learning, (iv). providing students the opportunity to practice learning strategies repeatedly. Finally, this paper provides a reference for improving educational practice of the SRL by applying learning stations in Taiwan's elementary schools.

並列關鍵字

self-regulated learning ； learning stations

參考文獻

程炳林(2001)。動機、目標設定、行動控制、學習策略之關係：自我調整學習歷程模式之建構與驗證。師大學報：教育類。46(1)，67-92。

林吟霞(2010)。自主學習取向之適性課程與教學研究—臺灣小學與德國小學「方案教學」個案比較。課程與教學季刊。13(3)，47-76。

劉佩雲(2002)。自我調整學習的課程與教學。課程與教學季刊。5(3)，35-48。

王金國(2001)。成功學習之關鍵～自我調整學習。課程與教學季刊。5(1)，145-164。

柯懿真、盧台華(2005)。資源教師與普通班教師實施合作教學之行動研究─以一個國小二年級班級為例。特殊教育研究學刊。29，95-112。