英文摘要 |
The“General Outline of the 12-year National Basic Education Cur-riculum”is based on the concepts of“spontaneity”,“interaction”and“to-gether good”, emphasizing that students are spontaneous learners. The“self-directed learning”of the school guides teachers to reflect on and explore the meaning of learning and its possibilities in school curriculum development and practice. Secondly, the development of science and technology has brought about the innovation of teaching mode. With the assistance of digital tools and platforms, the learning effect can be more doubled! However, in the process of digitally assisted learning, how effective are students in applying digital tools and self-learning? What is the process of teaching teachers giving learning tasks as independent learning companions? This is the problem awareness of this study. The theme of this research is“Technology-Assisted Self-directed Learning”, and the teaching content is based on the digital platform of Indigenous Materials. The purpose of this study is to understand the practical experience of three teachers who implemented the Indigenous Network and the usage of ten elementary school students. The research methods include: document analysis, teacher-student interviews, and participant observation. The study made the following conclusions and recommendations: 1. The importance of teachers’professional growth: Whether teach-ers have the literacy of systematic teaching is the key to students’success-ful use of technology to assist independent learning. 2. Strategies and methods for self-directed learning: teachers play a guiding role and give immediate feedback to cultivate students’motiva-tion for active learning. This study makes the following recommendations: 1. When implementing technology-assisted autonomous learning, the tools for information integration can be more diversified. 2. When implementing technology-assisted self-learning courses, the teaching methods can be more adaptive. |