课堂环境对香港学生自主学习的影响――兼论教师中心与学生中心之辨

The Impact of Classroom Environment on Students’ Self-regulated Learning in Hong Kong: A Commentary on the Debate of Teacher-centeredness and Student-centeredness

近年来，两岸三地的课程改革均将自主学习作为一项重要目标，试图培养和巩固学生的自主学习动机与策略。西方学者的许多研究表明，倡导学生中心的课堂环境有助于促进学生自主学习能力的发展，而偏重教师中心的课堂环境则不利于学生的自主学习。本研究基于香港中小学生对课堂环境观感和自主学习动机与策略的两项调查，发现教师中心的课堂环境对香港学生的自主学习同样具有促进作用，并依此分析了华人文化情境中课堂环境及学生自主学习的特征。

Self-regulated learning is one of the major objectives of curriculum reforms across China， including Hong Kong， Taiwan and mainland， aiming at cultivating students’ competence and motivation for self-regulated learning. Many Western researchers suggested that student-centered classroom environment can facilitate students’ self-regulated learning while teacher-centered classroom environment will impede. However， two recent studies in Hong Kong found even teacher-centered classroom environment can promote students’ self-regulated learning， too. Based on these findings， this paper explored the characteristics of classroom environment and self-regulated learning in the context of Chinese culture.