自主學習的理念與教學設計

The Concept and Teaching Design of Self-regulated Learning

自主學習具有悠久的研究歷史，涉及領域甚廣，具有相當豐富的內涵，其教學實踐也具多樣型態。本文首先概述自主學習的重要性及其意涵，做為自主學習之教學設計與評量的依據，其次，分別從認知取向、人本取向、科技取向等三種視角闡述目前國內外研究中有利於促進學生自主學習能力發展的教學設計，期能幫助教師更好地理解自主學習的理論，明晰自主學習的教學設計，以發展出適宜的自主學習教學之路徑。

Self-regulated learning has a long history of research, involving a broad field with a wealth of content. It is also teaching practices with diverse forms. This paper outlines the importance of self-regulated learning and its implications, as a teaching design and assessment of self-regulated learning basis; secondly, are set forth in the current domestic and international research and promoting self-regulated students from three perspectives of teaching design-cognitive approach, humanistic approach, technological approach to develop learning capacity, expected to help teachers better understand the theory of self-regulated learning and to clarify the teaching design of self-learning in order to develop a suitable path of self-learning teaching.