從漸進釋放責任中培養學生的自主學習力

Fostering Autonomous Learner through Gradual Release of Responsibility

本文探討學生自主學習力的培養，並主張教師透過責任逐步釋放，將知能與責任移轉到學生身上。本文除了提出自主學習的理想圖像以及四個基本要素--動機、策略、自我調節和責任感之外，也探討三個主要的自主學習理論，並說明它們對於人性的基本假定：「自我」能不斷成長與自我超越，而且「自我」不是自己本身就能成就，是需要透過良性的互動與滋養的社會化過程才能發展成熟，以成為能做好選擇、負起責任，擁有全人與幸福的自我，進而能達成自我實現與成就社會共好。本文也主張自主學習的教學要從以教師為中心的教轉向以學生為主體的學，而其中探究學習是一個主要取徑。本文從相關的學理出發，認為無論自主學習或探究學習，教師都扮演促進者、陪伴者、資源提供者和指導者的角色，透過營造良好氛圍，搭鷹架、拆鷹架的逐漸釋放責任的歷程，協助學生發展出動機、策略、自我調節和責任感。本文不但提供積極有效的自主學習教學做法與策略，也提醒教師針對不同年齡層學生的文化背景、先備經驗、特性與需求、所擁有的探究學習相關知能，以及其他個別差異的因素等，在課程與教學上採取循序漸進的專業引導，以讓學生成為真正想要學習、反思學習，並且學會如何學習的自主學習者與終身學習者。

This article explores the cultivation of students' autonomous learning and advocates for the gradual release of responsibility, enabling teachers to transfer their competency and responsibility to students. In addition to outlining the ideal characteristics of an autonomous learner, the article introduces four fundamental elements of autonomous learning. It also examines three widely cited theories in academic research. Furthermore, it explains the foundational assumptions of these theories regarding human nature, emphasizing that the ''self'' can continuously grow and transcend itself. However, this self-development does not occur in isolation; rather, it matures through positive engagement and nurturing of social interaction. The article advocates a shift in autonomous learning instruction from teacher-centered teaching to student-centered learning, with inquiry-based learning as a primary approach. The article draws upon relevant academic theories to highlight the teacher’s role as a facilitator, mentor, resource provider, and guide. By fostering a supportive learning environment and gradually releasing responsibility, teachers help students develop autonomy. This article not only presents effective teaching practices and strategies for fostering autonomous learning but also emphasizes the importance of structured professional guidance. Teachers should tailor their instruction based on students’developmental stages, cultural background, prior experiences, and individual needs, particularly in relation to inquiry learning. By doing so, students will develop a genuine desire to learn, engage in reflective thinking, and acquire the skills necessary for lifelong learning.