公辦公營實驗學校建制自主學習及其課程實踐歷程之研究
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2020
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Abstract
自2014年實驗教育三法通過，公立學校也可辦理實驗教育進行教育創新，近年來自主學習被視為是終身學習的先備條件，而且自主學習本身即帶有學生自覺、主動與積極學習，雙重優勢下連帶影響108新課綱也以自主學習為學生能力圖像的培養。所以，在實驗教育政策賦予公立學校創新的動能下，本研究以公辦公營實驗學校為研究主體，以一個班群為觀察對象，採質性研究法，結合訪談、觀察與文件分析等方式蒐集研究資料，探究個案學校如何以自主學習為教育理念進行學校制度設計與透過課程引導學生學習自主學習的歷程。同時亦會針對個案學校推動自主學習挑戰與因應策略加以探討，進而呈現個案學校的自主學習圖像。
根據個案研究的分析與發現，歸結出本研究的結論如下:
（一）自主學習學校創立過程經歷籌備、建制與實踐調整三階段
（二）學校制度運作能夠符應學生自主學習能力養成
（三）以五機制的課堂實踐融入課程教學
（四）實驗學校的挑戰圍繞在理念共識之發展與時間成本之調整
（五）循環式教師備課、省思與成長是學校因應挑戰的重要機制
最後，針對這些上述歸納之研究結論，提出對於學校推動自主學習以及後續相關研究的建議。
Since Three-types Acts of Experimental Education was enacted in 2014, all public schools are allowed to innovate school education with experimental efforts. In recent years, self-regulated learning has been regarded as a prerequisite for lifelong learning. The term signifies that students are expected to develop self-awareness, initiation, and proactive attitudes toward learning. With the dual advantages supported by experimental education and new curriculum policies, self-regulated learning becomes an essential part of students' competence images. Therefore, endowed with innovation aspiration derived from experimental education policies. This study purposedly chose a public school and one of its class as the observation field of a case study. The data were collected through observations, interviews, and relevant documents of the case school. This research focused on how the case school employed self-regulated learning as the primary tenets to design school systems and cultivate students with self-regulated learning capacity through theme-based curriculum and hands-on activties. Furthermore, the findings also discussed the challenges and corresponding strategies of the school in promoting self-regulated learning, and pictorializing self-regulated learning with holistic meanings and image. The conclusions are as follows: （a）The process of institutionalizing an self-regulated learning school goes through three stages of preparation, establishment and adjustment of practices. （b）The operationizing of the school system has consistently corrisponded to cultivation of the students' self-regulated learning ability. （c）Integrating classroom practices with five mechanisms into curriculum instruction. （d）The challenges of the experimental school derived from consensus-building and the lack of time resources. （e）The cyclical development of lesson preparation, reflection and growth were important mechanisms for healthy of stabilizing the school. Finally, suggestions were provided to promote self-regulated learning for schools and subsequent future research according to conclusions above.
Since Three-types Acts of Experimental Education was enacted in 2014, all public schools are allowed to innovate school education with experimental efforts. In recent years, self-regulated learning has been regarded as a prerequisite for lifelong learning. The term signifies that students are expected to develop self-awareness, initiation, and proactive attitudes toward learning. With the dual advantages supported by experimental education and new curriculum policies, self-regulated learning becomes an essential part of students' competence images. Therefore, endowed with innovation aspiration derived from experimental education policies. This study purposedly chose a public school and one of its class as the observation field of a case study. The data were collected through observations, interviews, and relevant documents of the case school. This research focused on how the case school employed self-regulated learning as the primary tenets to design school systems and cultivate students with self-regulated learning capacity through theme-based curriculum and hands-on activties. Furthermore, the findings also discussed the challenges and corresponding strategies of the school in promoting self-regulated learning, and pictorializing self-regulated learning with holistic meanings and image. The conclusions are as follows: （a）The process of institutionalizing an self-regulated learning school goes through three stages of preparation, establishment and adjustment of practices. （b）The operationizing of the school system has consistently corrisponded to cultivation of the students' self-regulated learning ability. （c）Integrating classroom practices with five mechanisms into curriculum instruction. （d）The challenges of the experimental school derived from consensus-building and the lack of time resources. （e）The cyclical development of lesson preparation, reflection and growth were important mechanisms for healthy of stabilizing the school. Finally, suggestions were provided to promote self-regulated learning for schools and subsequent future research according to conclusions above.
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自主學習, 公辦公營實驗學校, self-regulated learning, public school-based experimental education