摘要
自主学习是学习者主动、独立进行自身知识建构的过程,必须有强大的学习动机作支撑。因此,我们要通过学习目标、学习策略、学习资源、学生地位、学习评价、协作学习等途径激活学习动机,使学习者持久、高效地进行学习。
Autonomous learning is one of the key elements in distance education. If distance learners can become autonomous learners, they are more likely to be motivated and goal oriented. Moreover, their level of motivation to learn can be maintained and they are more likely to engage in self-supervision of their learning activities. In China, distance learners are motivated to different degrees to be autonomous learners but in general they can be characterized as having strong external motivation and weak internal motivation, strong indirect motivation and weak direct motivation, and as a whole relatively weak motivation to learn. A number of methods can be used to motivate students to select and understand knowledge on their own so as to achieve better learning outcomes. First, learning objectives must be clarified. Second, social demands should be internalized. Third, students need to adopt a number of learning strategies so as to turn external motivation into internal motivation. Fourth, the school and teachers should provide ample learning resources in order to transform indirect motivation into direct motivation. Fifth, a teacher-centered approach needs to change into a student-centered approach, to enable students to play an active role in the learning process. Sixth, multiple modes of assessment should replace the single assessment tool. Seventh, teachers have to encourage collaborative learning among students so as to bring learners out of isolation.
Students' motivation to engage in autonomous learning is the key to a desirable learning outcome. Moreover, the goal of distance education we should strive towards is to turn distance learners into motivated autonomous distance learners. A better understanding of the theories and practices of autonomous learning motivation is indispensable for persistent and effective learning.
出处
《中国远程教育》
北大核心
2003年第13期31-33,36,共4页
Chinese Journal of Distance Education
