彈性自主學習模式之初步構建

Preliminary Construction of Flexible Self-regulated Learning Model

自主學習是面對時代快速變遷，邁向終身學習的關鍵技能。本文採文獻分析法，綜合國內外重要的自主學習文獻，旨在初步建構一套「彈性的自主學習模式」，是一套學生可用之於學習、教師可融入於教學的模式；包含「四階九步三域九項」的彈性自主學習模式。「四階九步」是一個縱向的自主歷程，「三域九項」乃為一個橫向的自主內涵，是一套教師可融滲於教學、學生可彈性運用的自主學習模式。
本模式架構兼顧縱向自主歷程（時間）與橫向自主內涵（空間）；縱向四階九步歷程著重綜合補強、步調分明，此歷程可彈性調節、反思修訂可遍及整個歷程；橫向三域九項內涵則力求整合與補充；四階九步歷程三域九項內涵呼應十二國教課綱的核心素養、釐清師生教與學的角色且符合建構自主學習理論五向度等特色。

The ability to regulate one’s own learning is crucial for lifelong learning in today's fast-paced and constantly changing world. This article presents a literature analysis and a synthesized “Flexible Self-Regulated Learning Model” that provides teachers with a framework to incorporate self-regulated learning methods into the curriculum, allowing students to learn and master self-regulated learning skills. The model consists of four stages of learning: setting goals, planning independently, self-monitoring and regulating, and self-discipline and improvement. These stages further subdivide into a self-regulated learning process with nine steps, which include analyzing needs and setting goals, planning learning, choosing learning resources, selecting learning strategies, actively practicing and monitoring the process, multiple assessments, and reflection and revision. After mastering these skills, students can flexibly adjust the order of the stages and steps based on their learning needs. The model comprises nine dimensions within three domains, which focus on various aspects of self-regulated learning, including learning motivation, learning strategies, and self-regulated mutual improvement. This model can help students become active participants, independent thinkers, and knowledge constructors. The report explores significant theories and established models of self-regulated learning proposed by foreign scholars and incorporates insights from 13 assessment tools related to self-regulated learning. Additionally, Tang Hsin Lin’s “Flexible Self-regulated Learning Model with Four Stages and Nine Steps” is discussed to supplement the shortcomings of the model in theoretical discourse and longitudinal connotations. This model has the potential to be validated through experimental research methods or expert surveys to gather opinions on modifying the model, thus enabling continuous improvement and development of a self-regulated learning model that can be effectively implemented in teaching practice.