自主學習策略融入數理資優班課程之案例分享

Case Study of Integrating Self-directed Learning Strategies into the Curriculum of a Mathematics and Science Gifted Resource Class

張翔凱(Hsiang-Kai Chang)；陳信益(Hsin-Yi Chen)

自主學習 ； 自我監控 ； 課程規劃 ； Self-directed learning ； Self-monitoring ； Curriculum planning

資優教育論壇

22卷1期（2024 / 05 / 01）

35 - 53

繁體中文;英文

面對未來世界的變革，培養自主學習的能力是現行課綱的核心素養，而資優生除了在學科的加深加廣外，更重要的是培養高層思考的後設認知，建立「如何學習」的能力後成為自己人生的導師。而本篇是以筆者服務國中的數理資優班為例，透過「課程」、「物理環境」及「心理環境」的規劃，將自主學習的精神融入其中，培養自我監控的能力，並且讓老師的引導逐漸轉換成自我對話，將學習的主導權逐漸移轉到學生身上。透過這些調整，我們期望讓學生在不同情境建立自主學習的習慣，並能有效遷移到不同的學習階段上。

Facing the changes of the future world, cultivating the ability for autonomous learning is the core competency of current curricula. For gifted students, besides deepening and broadening their knowledge in various subjects, it is even more important to foster metacognitive skills for higher-order thinking and to establish the ability to learn how to learn, thus becoming the mentors of their own lives. This article takes the author's service in a junior high school's math and science gifted resource class as an example. Through the planning of "curriculum," "physical environment," and "psychological environment," we integrate the spirit of a self-directed learning, cultivate self-monitoring abilities, and gradually transform teacher guidance into self-dialogue, thereby shifting the ownership of learning progressively onto the students. Through these adjustments, we aim to help students establish habits of self-directed learning in different contexts and effectively transition to different stages of learning.