文章基本信息

标题：Implementing Autonomy Support: Insights from a Montessori Classroom
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作者：Joyce Hwee Ling Koh ; Theodore W. Frick
期刊名称：International Journal of Education
电子版ISSN：1948-5476
出版年度：2010
卷号：2
期号：2
语种：English
出版社：Macrothink Institute
摘要：Extant research studies have found that autonomy support has a positive impact on the perceived competence and intrinsic motivation of students. However, few studies have investigated how autonomy supportive classrooms can be implemented. Montessori education is established upon the philosophy of helping each child attain self-mastery and independence. It emphasizes that students be given autonomy to engage freely with their learning environment. This case study of an upper-elementary Montessori classroom found that the Montessori philosophy of education guided how teachers used autonomy supportive strategies. Teachers supported student organizational autonomy by allowing them choice in terms of school work and work partners. They fostered cognitive autonomy by encouraging student independent thinking, encouraging self-initiation, and honoring students’ voice. When implementing control, they acknowledged and respected student feelings, provided rationales for expected behavior, and suppressed criticism. Students surveyed rated themselves highly in terms of intrinsic motivation for schoolwork. Five guidelines are derived from this study to help teachers implement autonomy support in K-12 classrooms.