自我調節學習理論之探究

A Theortical Exploration of Self-Regulated Learning

10.6384/CIQ.200307.0147

謝志偉(Chih-Wei Hsieh)

自我調節學習 ； 自我調節 ； self-regulated learning ； self-regulation

課程與教學

6卷3期（2003 / 07 / 01）

147 - 168+181

繁體中文

本文旨在探討自我調節學習能力的理論基礎、意義假設、發展層次及歷程，以提供教師、家長及相關教育工作者對自我調節學習理論更進一步的認識。透過社會認知論、操作制約學習論、社會文化理論、訊息處理論、行動控制論、認知建構論及現象學等主要的觀點，對自我調節學習理論的起源作一說明。根據社會認知論的觀點，將自我調節學習能力發展分為四個層次，包括觀察、仿效、自我控制與自我調節層次，前一個層次能力的完備將有助於下一層次能力的發展。另外，以社會認知模式與自我調節回饋迴圈模式來說明個體進行自我調節學習時的心理及行為運作之歷程，歷程中每個階段都包括各自需執行的步驟，最後並形成一個完整的自我調節循環圈。結論則針對學校教師及家長，提出幾項培養學生自我調節學習能力的建議，包括：鼓勵學生自己設定學習目標與計畫、對自己的學習表現進行自我評鑑、使用自我酬賞技巧、協助學生建立良好的時間管理習慣、鼓勵遇困難時尋求協助、善用周遭的社會資源與訊息、保留學習記錄與檔案、善用有效的學習技巧、建構屬於自己的學習環境等。

The purpose of this article is to explore important theme, of self-regulated learning, including meanings, assumptions, developmental levels, and processes, self-regulated learning was conceptualized through social cognitive theory, operant theory, vygotskian theory, models of information processing, action control theory, constructing theory, and phenomenological view. Based on social cognitive theory, the development of self-regulated learning was divided into four levels, including observation, emulation, self-control, and self-regulation. Further, the models of feedback loops were adapted to explain the psychological and behavioral processes of self-regulation. Finally, some suggestions for helping students to become self-regulators were made.

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