| dc.description.abstract | In modern education, there is an increasing emphasis on students′ intrinsic motivation and the importance of self-directed learning. Paradoxically, empirical observations in educational settings reveal a stark contrast: students often find themselves trapped in exhaustive and uninterrupted study hours, confined by rigid daily schedules that leave them without control over their learning trajectory. Their time is always monopolized by the continuous progression of the school curriculum and the constant preparation for higher education entrance examinations.
Traditionally, students have been positioned as the focal point of the learning process but are constantly pushed forward along predetermined tracks, which hampers the development of their proactive learning attitudes. To address this issue, the crucial first step involves giving them opportunities for discretionary ＂self-directed learning＂ periods and spaces. This will allow them the freedom to experiment, strategize, make choices, and take responsibility for their own learning. Consequently, whether it is in the context of rural community schools or conventional urban educational institutions, the transition to self-directed learning begins with the introduction of ′blank-leaving′ education. This paradigm provides students with the opportunity to independently explore diverse educational landscapes.
This research explores the Daohe Experimental School, rooted in village education principles. Through observing blank space, seasonal events, and presentations, data was gathered via participatory observation, interviews, and document analysis. The study revealed how embracing blank space and autonomous learning, facilitated by changes in teaching approaches and teacher trust, enhances learner motivation and peer collaboration. These findings offer valuable insights for Taiwan′s educational landscape, outlining a potential pathway for reform.
Keywords: Blank-leaving, Self-Directed Learning, Experimental Education, Learner-Centered System | en_US |