| 摘要: | 當今教育期許學生自發主動，並強調自主學習的重要性。然而，研究者在教育現場經驗中，卻發現──冗長且不間斷的學習時數、每日不變的課表，使原本應為學習主體的學生無法掌握自己的學習節奏，所有時間被學校課程進度、升學考試填滿。
學習者在固定的時間內於既定的軌道上被往前推，主動的態度就不易建立，所以，將學習主體還給學習者的第一步，即是給予他們能夠自由安排的「自主學習」時間與空間，使其得以嘗試、規畫、選擇、承擔，而這樣的空白時間與空間，就是「留白」。因此，欲推動自主學習，都需從「留白」的教育開始邁入，讓孩子有機會看見不同的學習風景。
本研究進入以村落教育為核心精神的道禾實驗教育學校，從觀察學校留白課程、四時慶典、專題發表等活動，使用參與觀察法、半結構式訪談法、文件分析法作為資料蒐集方式，透過提問、傾聽等，深入探討個案真實生活情境，並針對脈絡觀點加以分析、歸納與詮釋。在長期觀察之下，研究者看見研究對象在面對未知時，勇敢探索、學習、轉變與展現的過程，發現當中關於留白和自主學習的教育理念與實踐，透過教學環境的改變、教師的信任及放手，所促進之學習者學習動機產生、同儕合作的學習循環，而這也正為臺灣的學校提供了教育上的洞見，勾勒一個可能的教育途徑。
關鍵字：留白、自主學習、實驗教育、學習主體
;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 |
