風箏再現 Special Report on Self-regulated Learning 2013 Preface

香港中學校長會  李雪英主席

2012年4月，香港中學校長會十六位校長帶著學習的心，往訪山東濰坊，數天後，我們滿有收穫，帶著滿腦子的教育夢、十多顆躍躍欲試的心，踏上歸途。

在往下來的一個學年，我們各自按學校情況，推行具校本特色的自主學習計劃，同時間六所學校組成了學習圈，互相支援、學習。校內，我們改動班房裝備，設計學生領袖培訓課程，組織學生學習活動，舉辦過家長座談，安排専家講座、教師工作坊，也讓老師共同備課，互相觀課、評課。學習圈內，我們組織過大型研討會，舉辦過多次聯校教師研討會，安排了跨校觀課、評課，帶領老師們往國內不同城市訪校觀課。在短短一年間，一股「自主學習」熱潮彌漫在學習圈內，更吸引了學習圈外學校的關注。

2013年4月，香港中學校長會再訪濰坊，這次同行的，還有一批對敎學充滿激情的老師。數天後，我們雀躍依舊，帶走的是一個個更具體的學與教計劃。

這次濰坊教育之旅，我們更聚焦地探索「自主學習」的成功細節。濰坊老師是如何預備每一個課節？設計預習案、覆習案有甚麼竅門？學生的「自主」學習習慣是如何培養出來？在數天行程中，我們除了觀課，更與當地老師一起備課、磨課、評課，並透過座談交流，瞭解當地教育專家及老師在推動「自主學習」時遇到的困難與及解決的方法。濰坊學生的學習歷程，也是我們的探究重點，孩子每晚兩小時的自修課如何在無人監管下進行？孩子們如何進行反思？如何按著預習案準備翌日的課節？經過數天深入探究，我們不再奇怪為何他們在課堂上的表現能如斯出色。

二度探訪濰坊，還有一個意外的驚喜。二零一二年探訪昌樂二中時，與一群中一學生交談會晤，當時已深覺這群孩子的精靈活潑。這次再度探訪，在不經意的情況下走進初二班的課室，重遇一年前見過面談過話的小伙子李浩洋，浩洋長大了、長高了，看著他站在教台上講解著課題，態度從容、語調流暢、內容豐富、功架十足。我跟我身旁的老師說：若孩子這一刻到我們學校應徵教席，我一定會聘請他！

數天行程過得容易，但留下的一些體會、領悟，卻延續至今：學校生活是現代孩子的必經歷程，如何才能建構愉快有效的學習氛圍，讓孩子樂學、會學，讓老師樂教、會教？在學校執教鞭者，都是以昨天所學，教導今天的學生，讓他們能面對未知的將來，這個教與學的「時差」如何填補或收窄，才能讓學生有足夠能量應對未來的挑戰？觀課所見，自主學習課堂是高效但頗規範化的學與教，如何才能讓師生們都從規範化走向個性化，以發揮學習的最高效能？問題或許未盡解決，但「自主學習」在學生身上所發揮的正面作用，卻不容置疑。

「風箏再現」是中學校長會在同一主題下所出版的第二份刊物，謹借此向在教育路上盡過心、流過汗的你們，送上我們至誠的感謝與祝福。感謝濰坊，感謝濰坊教育局張國華局長、科學研究院崔秀梅院長與及濰坊市一眾教育同業，為我們示範了如何激情教學；也感謝引領、協助我們推動自主學習的侯傑泰教授、莫慕貞教授、葉祖賢先生．．．；更要感謝一眾為了提昇孩子學習質素而努力不懈、不斷探索的老師們，沒有您們，便沒有屬於這地的「自主學習」。願在教育路上與您們繼續並肩同行，為孩子的學習一起努力。

 

Summary of the Preface

In April 2012, 16 members of the HKAHSS visited Weifang, a city in Shandong, with eagerness to learn about self-regulated learning (SRL). A few days later, we came home with loads of gains.

After returning to Hong Kong, we began to introduce SRL in our schools. A learning circle was formed among six participating schools to organize various learning activities for students, seminars for parents and workshops for teachers. Cross-school observation and evaluation of teachers’ lessons were initiated and visits to Mainland schools were organized. Within only one year, SRL has become a hit among schools within the learning circle and has attracted the attention of other schools.

In April 2013, HKAHSS visited Weifang again with a group of teachers passionate in teaching. A few days later, we returned to Hong Kong with a more concrete plan for further implementing SRL.

In this second visit, we focused on what makes SRL successful. Specifically we asked: How do the teachers of Weifang prepare their lessons? What are the keys to writing learning preparation and revision plans? How do they help their students form the habit of SRL? During our visit, apart from classroom observation, we also prepared and evaluated lessons together with local teachers and discussed with them the difficulties they encountered in promoting SRL and how they resolved them. We were also interested in Weifang students’ learning process. In particular, we would like to know: How do students spend two hours on self-study every evening under no supervision? How do they engage in self-reflections? How do they prepare for their lessons next day by following their teachers’ learning preparation plans? From what we saw and heard, we no longer wondered why these students were so outstanding in class.

Although the visit was short, we were able to gain useful understanding and insights. From our observation, we gathered that SRL is an effective but highly standardized mode of learning and teaching. The question is how can we improve its effectiveness by turning it from a standardized format to a more individualized mode? We may not have a good solution to it now, but we have no doubt that SRL is a very effective means to facilitating students’ learning. 

This special report is the second publication of the HKAHSS on the same theme. In here we would like to express our gratitude and best wishes to those who have contributed their knowledge, skills and effort in education. We would also like to thank the schools, educators and government officials in Weifang and Guangzhou for making our visit fruitful and successful. Let us join hands together for the betterment of education for our students.