專題探究課程培養國小高年級學生自主學習力：以高雄市壽山國民小學為例

A Study on Project-Based Learning Application for SelfRegulated Learning Improvements of Elementary School Students: An Example of Senior Classes Students at Kaohsiung Shou-Shan Elementary School

本文以高雄市壽山國民小學高年級專題探究課程為例，先說明課程發展的背景與條件，接著以探究課程設計與學習策略，呈現課程的學習鷹架，從自主學習之學習動機、學習策略、學習執行與調整等三面向，檢視專題探究課程提升國小學生自主學習之成效，並提出自主學習課程與教學的建議如下：一、教師須調整自己成為一位引導者，並能善用工具，若教師在多元角色扮演中愈能具備覺察及彈性，則愈有自信面對課堂中的不確定因素。二、善用策略搭建友善的學習環境，促使學習夥伴彼此支持。三、規劃工作檢核點，可以有效幫助學生達成階段任務，並且自我監控與調整。四、「學習紀錄簿」有助於學生掌握主題目標與策略監控，緊扣自主學習的學習原則，可多加善用。五、運用數位工具，亦須建立學生的數位媒體閱讀素養。

The study focuses on a project-based learning curriculum for senior classes students of Kaohsiung Shou-Shan elementary school. To show a better picture of the curriculum, the background and conditions of developing such curriculum will be introduced first, followed by a research on the design of the curriculum and strategies of learning. The study reviews how self-regulated learning benefits elementary school students on three individual aspects, which are the motivation of self-learning, learning strategies as well as practices and adjustment of learning. Advices of self-regulated learning curriculum and education are as follows: 1. Teachers are to switch roles to mentors. The better the teachers are at making the best use of aids and maintaining awareness as well as flexibility in a multi-role environment, the more confident they will be when facing variants during classes. 2. Apply strategies to establish a friendly learning environment that encourages peer support. 3. Setting up checkpoints that help students to meet their goals at every phase as well as to evaluate and adjust themselves. 4. “Learning journal” are beneficial for students to stay on track and monitor the strategies, which complies with the principle of self-regulated learning. Such application is highly encouraged. 5.Making the best use of digital aids and build students’ digital media reading literacy.