香港自主學習的探索：融合東西方理念的嘗試

An Exploration on the Self-Directed Learning in Hong Kong: An Attempt in Integrating the Eastern and Western Ideas

近年來各國教育界甚為重視發展學生自主學習的能力。東西方對自主學習的理解有所不同，中國大陸、臺灣和香港對此理念的實踐也有差異。香港有獨特的文化背景，嘗試結合中西理念，開創多元化的自主學習教學模式。本研究先回顧西方自主學習的理念，再分析中國大陸及臺灣自主學習的教學實踐情況。本研究透過一個案例，闡述香港一個校院協作的項目，於自主學習模式的課堂實踐經驗。個案中的課堂設計融合了西方的元認知策略和東方的預習模式，也用了不同的電子教學工具。研究發現，學生於自主學習的能力與態度上有所進步，教師對發展自主學習課堂的認識及信心皆有所提升。本研究能為探索融合東西方自主學習的理論及模式提供參考。

The development of students’ self-directed learning (SDL) competence has been a major concern of the education sector in recent years. The understanding of SDL varies not only among the places between the East and the West but also among the places within Asia like Mainland China, Taiwan, and Hong Kong. With its unique cultural background, Hong Kong attempts to incorporate both Eastern and Western ideas in developing a multifaceted SDL approach. This paper reviews the rationale of the Western concepts of SDL, and analyzes the SDL teaching practices in the Mainland and Taiwan. Through a case study, this paper expatiates on an enacted SDL classroom practical experience of a university-school partnership project. The instructional design of the case has integrated the Western metacognitive strategies, and the Eastern pre-lesson preparation learning mode, as well as adopting various e-learning tools to facilitate SDL. The findings show that the self-learning attitudes and skills of the students have been improved coupled with the increase of teachers’ confidence in developing SDL lessons. This paper provides a reference for exploring the Eastern and Western theories and practices in SDL.