於公立高中必修課使用自主學習提升學生自主動機之行動研究——以自我決定理論之觀點

Abstract

本行動研究源於我在公立高中必修課的實務工作，因為看見理想與現況的差距，決定展開行動研究，發展人本取向自主學習方案，希望能提升學生的自主動機，並透過本研究呈現我實踐教育理想的真實歷程。根據自我決定理論，若能滿足自主性、勝任感、歸屬感三種基本心理需求，即可提升學生行為之自主程度，參考瑟谷學校與魔豆學院後，我發展出滿足基本心理需求的兩個人本取向自主學習設計原則：提供涵蓋所有學生狀態的學群選項以展現接納，並設計能幫助學生練習自我覺察、選擇、與負責的互動機制。實施兩階段行動方案之後，發現僅不到5%的學生在課堂中選擇自主動機驅動之學習行為。當方案效果不如預期，我如何面對教育現場的挑戰？如何處理內在的挫折和矛盾？我的反思又如何影響後續行動？為深入探討此行動方案，我針對第二行動循環提出四個新的研究問題。訪談、分析後發現，學生在課堂中的行為選擇受到「對教育、生涯的信念」以及「對課程的定位」影響，因此我根據「信念類型」將學生分成四類：追求樂趣型、個人目標型、守規矩型、考試至上型，依序介紹四類學生的信念及行為動機。研究亦發現，各類學生皆有感受到被接納，而表單雖能讓覺察個人選擇與行動，但不夠深刻、對自主程度的影響有限；至於方案成效，追求樂趣型、個人目標型因為自主動機本來就比較高，故影響不大，守規矩型自主程度略為提升，考試至上型則難以鬆動傳統升學信念。根據研究結果，我指出本行動之主要困境：未考量表單限制導致學生享有的自由與覺察不成比例，以及未考量學生追求自主之意願，以此提出未來可嘗試的解決方案，並於文末說明經歷以上行動後，選擇的下一階段職涯。

This action research originates from my practical work in a required course at a public high school. Witnessing the gap between my educational ideals and reality, I decided to initiate an action research study to develop a humanistic autonomous learning program to enhance students' intrinsic motivation and document the authentic process of realizing my educational ideals. According to Self-Determination Theory (SDT), fulfilling the three basic psychological needs—autonomy, competence, and relatedness—can enhance students’ sense of self-directed behavior. Drawing from the practices of Sudbury Valley School and Magic Bean School, I developed two humanistic principles for autonomous learning: providing a range of learning groups that accommodate all student needs to fostera sense of acceptance, and designing interactive mechanisms that help students practice self-awareness, decision-making, and responsibility.After implementing the two-phase action plan, only a small fraction of students—fewer than 5%—opted for intrinsically driven learning behaviors in class. When the program did not yield the expected results, how did I confront the challenges of the classroom? How did I process my internal frustration and contradictions? And how did my reflections shape my subsequent actions? To further investigate this action plan, I posed four new research questions in the second cycle of action research.Through interviews and analysis, I discovered that students’ behavioral choices in class were influenced by their beliefs about education and career as well as how they positioned the course. Based on these belief types, I categorized students into four groups: pleasure-seekers, personal goal-oriented students, rule-followers, and exam-driven students. I then examined each group’s beliefs and motivations.The study also found that all student groups felt a sense of acceptance. While the self-reflection forms facilitated self-awareness, their ability to foster autonomy remained limited due to insufficient depth. As for the program’s effectiveness, pleasure-seekers and personal goal-oriented students were already highly self-motivated, so the program had little impact on them. Rule-followers showed a slight increase in autonomy, while exam-driven students remained firmly anchored in the traditional belief system of academic achievement.Based on the findings, I identified two major challenges of this action research: first, the disproportion between freedom and self-awareness due to the limitations of the self-reflection forms; and second, the lack of consideration for students’ willingness to pursue autonomy. I propose potential solutions to address these challenges and conclude by discussing my career choices after experiencing this journey of action and reflection.