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1、 I 摘摘 要要 随着信息社会的到来，人类生存的环境与方式发生了前所未有的变化，信息无处不在，获取方便，人类生存的能力的强弱已取决于学习能力的高低。因此，学会学习成了这个时代教育的主旋律，终身教育的理念已深入人心。学会学习不可能一蹴而就，而是需要教育界人士以长远的眼光，以扎实的行动加以贯彻。这其中， 自主学习是走向学会学习的重要方式与手段，并且随着素质教育的发展而日益显示其重要性。十年前，我国基础教育课程改革纲要（试行）就提出：要“注重培养学生的独立性和自主性，引导学生质疑、调查、探究，在实践中学习，促进学生在教师指导下主动地、富有个性地学习。”做为新课程改革的核心理念而提出的“三维目标”在改
2、变过去基础教育中过分强调“双基”的局限中发挥了重要的作用。然而目标不是手段，目标也不是结果。在真实的教学中，如何真正的理解自主学习的内涵，并在教学活动中加以实施仍然显得困难重重。为此需要我们重新思考教学模式，这当然离不开对自主学习以往研究的重新审视。更为理想的是找到目标、教学、评价都适配一致的自主性教学模式。 布卢姆的分类理论虽然风靡了二十世纪的教育界，但毕竟是工业时代的产物，有着其自身的局限不不足。新世纪初，美国学者马扎诺在借鉴布氏分类的基础上，尝试将人的行为模式融入教育目标分类，并根据人在行为模式中的意识控制度的高低，将教育目标重新划分为自我、元认知、认知、知识四大系统，界限分明，考虑全面
3、，符合人类的学习规律。为此，全文以马扎诺在他的分类学里提出的全新分类学为基础，结合自主学习研究中的三大学习模型，尝试整合成一个通用的自主性教学模式，最后文章以一次行动研究的过程来探寻该模式的有效性。 关键词：教学设计，教学模式，马扎诺，自主学习，教育目标分类 II Abstract With the coming of the information society, the living environment and life style of human were undergoing an unprecedented change. Information is everywhere
4、in our life and easy to get. The strength of humans ability to survive depends on their ability to learn. Therefore, learn how to learn has become the main theme of education at this era and the concept of lifelong education has been firmly established in humans mind. But Learn how to learn can not
5、be achieved over night, it needs the scholars long-term vision and a solid action. Which, self-regulated learning is the most important means of learn how to learn, and it get more and more important with the development of quality education. Ten years ago, Chinas “Program of Action for Basic Educat
6、ion Curriculum Revolution (Implementation)” has pointed out that: the attention should be paid to the cultivation of students quality of independence and self-regulated learning, guiding students to question, investigate, explore and learning in practice. Promoting students to learn automatically an
7、d full of personality. As the core concept of the new curriculum revolution, Three-Dimensional Target played an important role on the change of the limitation of the past basic education which emphasis too much on the “double bases”. However, the goal is not the measure; also the goal would not be t
8、he result. In the practice of teaching, how to understand the connotation of self-regulated learning exactly and implement it is very difficult still. Thereby we need to rethink the teaching model, which of course can not be separated with the re-examine of previous studies of self-regulated learnin
9、g. More ideally is to find an teaching model which adapted the taxonomy of educational objectives, instruction and evaluation consistently. Although Blooms taxonomy theory was popular in the 20th century among the education world, it has its limitation for it was the product of the industrial age. A
10、t the beginning of the new century, the American scholar Marzano tried to integrate the humans behavior pattern into the taxonomy of educational objectives on the basis of Blooms taxonomy Theory. According to the degree of conscious controlling, Marzano re-divided the taxonomy of educational objecti
11、ves into four systems: self, original cognition, cognition and knowledge, this has been comprehensively considered and the boundary is distinct, also it is coinciding with humans study rule. In this thesis, the author attempts to sum up a general used autonomous teaching model based on the Marzanos
12、new taxonomy theory and combined with the three study model of self-regulated learning learning. Finally the article explored the validity of this model by a action research Keywords: instruction design instructional models Marzano self-regulated learning taxonomy of educational objectivesIII 目目 录录 摘 要 . I Abstract: . II 第 1 章 绪论 . 1 1.1 研究的时代背景 . 1 1.2 研究的目的与意义 . 3 1.3 研究的主要内容 . 3 1.4 研究的方法 . 4 第 2 章 自主性教学设计模式的主要理论基础与支撑条件 . 5 2.1 社会认知 . 5 2.2 建构主义 . 6 2.3 人本主义 . 7
