自主学习何以可能--基于制度视角的思考

How Dose Autonomous Learning Prevail—— from the Perspective of Institution

自主学习是相对于"他主学习"而言的。作为一种学习潜能、精神品质和行为方式,自主学习可以归之为儿童的天性,并因为自主能力和他主程度的不同,表征出蒙昧自主学习、规范自主学习和完全自主学习等多重境界。社会结构、群体生态和教育制度的变化,对个体自主学习的诱发和持续产生深刻影响。自主学习可能成为一种群体行为,而中小学校学生是最易也最难成为群体性自主学习者的人群。在课堂教学中,教师的教学自主与学生的学习自主的时差和主次关系,以及效率及其伦理关系,已经成为自主课堂的两个关键问题。自主课堂的生成有其复杂性,需要学校制度的实质性创新。

Autonomous learning is contrary to dependent learning. As a learning potential, spiritual quality and behavioral pattern, autonomous learning can be contributed to a nature of children. Autonomous learning is classified to multiple levels, such as unenlightened autonomous learning, standard autonomous learning and independent autonomous learning, according to its relevance to dependent learning. The changes of social structure, group ecology and education system have a profound influence on the emergence and sustainability of the individual atltonomous learning. Autonomous learning may evolve into a group behavior, which the students of primary and middle school are the easiest, and at the same time, the most difficult group to cultivate. The two key issues of the autonomous classroom involve： the time difference and the prioritization between the teacher＇s autonomous teaching and the students＂ autonomous learning; the efficiency and the ethical relation. The formation of the autonomous classroom has its complexity, which requires the substantive innovation of the school system.