自我導向的學習及其在成人教育上的意義

Self-directed Learning and Its Implication in Adult Education

自我導向的學習，在1970年代以後，受到成人教育界廣泛的重視並進行有系統的研究，主要係受到三種因素的影響：即終身教育理念的衝擊，成人學習調查研究的發現及Allen Tough對自我導向學習的研究。本文從自我學習的必要，自我導向學習的意義，自我導向的學習者，自我學習的動機、學習計劃、學習資源與學習方法、學習評鑑及如何協助個體進行自我學習等方面來探討自我導向學習的內容，進而剖析自我導向學習對成人教育的影響，分別從學習者，教師、教學及社區等四方面分析其產生的意義及影響，以期增進對自我導向學習的認識與瞭解，達成人人自我學習的目的，促進終生學習社會的來臨。

Since the early 1970s, self-directed learning has attracted great attention in the field of adult education. There have been many studies discussing it. The flourishing of self-directed learning was caused by three factors: the idea of lifelong education, new findings on the studies of adult learning, and Allen Tough’s studies on self-directed learning, This article discusses the content of self-directed learning, including the meaning of self-directed learning, self-directed learner, motivation, learning project, learning resources and methods, evaluation and how to faciliate the individual to perform self-directed learning. Besides, this article also discusses the implication of self-directed learning in adult education from different phases-the learner, the teacher, teaching and the community. We hope this essay will enhance readers to understand and recognize self-directed learning better, and therefore to learn by self-direction. Thus, a learning society will come in the near future.