智慧校園環境下國小學生自主學習行為探究

A Study on the Autonomous Learning Behaviors of Elementary School Students in a Smart Campus Environment

本研究以臺南市快樂國小（化名）為個案，採用問卷調查、深度訪談及課堂觀察等混合研究方法，全面探討在智慧校園環境下，國小學童自主學習行為的實際表現與影響因素。智慧校園雖已具備完善的數位教學資源與科技設備，提供學習者更多元的學習方式與彈性，但研究發現，學生在自主學習方面呈現明顯的個別差異。部分學童展現出高度的內在學習動機與自我調控能力，能善用科技工具進行自我探索與知識建構；然而，多數學生仍主要仰賴教師指示或外在獎勵，對於學習目標的掌握與過程的反思能力尚待提升，尤其在後設認知與深度學習層面表現不足。研究結果指出，教師的適切引導、課程設計與教學策略，在智慧學習環境中扮演關鍵角色，能有效提升學童的學習成效與自我效能。因此，本研究建構一套適用於智慧校園的自主學習模式，並針對學校行政與第一線教師提出具體建議，期望能協助學生培養自律、自省與創新等未來核心素養，促進教育轉型與學習品質提升。

This study had focused on an elementary school in Tainan City as a case study and had adopted a mixed-methods research approach, including questionnaires, indepth interviews, and classroom observations, to comprehensively investigate the actual performance and influencing factors of elementary school students’selfdirected learning behaviors in a smart campus environment. Although the smart campus had been equipped with comprehensive digital teaching resources and technological tools that had provided learners with diverse and flexible learning opportunities, the findings had revealed significant individual differences in students’self-directed learning abilities. While some students had demonstrated strong intrinsic motivation and self-regulation, effectively using technological tools for self-exploration and knowledge construction, the majority had still relied heavily on teacher instructions or external incentives. Their ability to set learning goals and reflect on the learning process had remained underdeveloped, particularly in the areas of metacognition and deep learning. The results had highlighted that appropriate teacher guidance, curriculum design, and instructional strategies had played a crucial role in enhancing learning outcomes and students’self-efficacy within a smart learning environment. Based on these findings, the study had proposed a self-directed learning model tailored to smart campuses and had offered concrete recommendations for school administrators and frontline teachers. The aim had been to help students cultivate future core competencies such as self-discipline, reflection, and innovation, thereby promoting educational transformation and improving learning quality.