自主學習課堂實踐之張力：香港個案研究

Tensions of Self-Regulated Learning in Classroom Practice — A Case Study of Hong Kong

自主學習（Self-regulatedLearning,SRL）為近年各地教育界關注的課題。西方文獻多從心理學的角度探討教授自主學習對學習者的影響，中國大陸及臺灣的實踐以改變課堂模式來促進學生自學與協作，香港的自主學習課堂則融會中西理論與實踐，以多元模式進行。文獻中對自主學習理論的討論甚多，唯較少深入分析由教師開發的自主學習課堂的特質。本文採用個案研究方法，分析一個由香港教師設計的自主學習課堂的特色，探討教師如何把自主學習元素滲透到日常課堂中，在設計過程中遇到的張力（tension），以及如何處理。本文的個案能為探討於常規課堂中實踐自主學習提供參考。

In recent years, self-regulated learning (SRL) has been widely discussed in education sectors worldwide. Studies from the western world usually discuss the influences of SRL on student learning from the perspective of psychology. The SRL models from Mainland China and Taiwan tend to make changes to their original classroom practice and teaching approaches with the purposes of enhancing students' abilities in self-learning and collaborative learning. The classroom practice in Hong Kong demonstrates a multidimensional model, which tends to integrate the theories and practices from both the West and the East. The existing literature focuses on SRL theories, but very little is available on the characteristics of teacher-designed SRL lessons. This paper adopts Case Study approach to illustrate the unique features of teacher-designed SRL lessons in Hong Kong. It explores the ways that teachers integrate the SRL elements in regular classroom practice as well as the tensions emerged in the process. The methods for dealing with such tensions are also discussed. This paper provides experiences for further exploration of integrating SRL elements into regular classroom teaching practices.