A Study On Adult Self-directed Learning

Self-directed learning is one of the most essential theories in the field of adult education which are used to define adult education as a unique professional practical area, and it also plays an important role in both academic and practical research. In the process of promoting lifelong learning, in order to succeed in adult learning activities, especially organized learning activities, not only a new adult learning attitude and concept is needed, but more capabilities are required by learning activities, in particular, self-learning ability. Therefore, it has important theoretical and practical value for build a learning society to explore the tendency of adult self-directed learning, motivation and characteristics. In this paper, literature research and statistical analysis are the main method, adult tendency, characteristics, factors and models of self-directed learning, were explored through empirical research.This paper was divided into five parts.The first part is introduction. The research background, meaning, purpose and main research methods were described.The second part reviewed the theory part. The concept of self-directed learning was defined based on the domestic and foreign scholars in the self-directed learning.The third part is empirical part. Based on self-directed learning scale SDLRS which was designed by scholars in Taiwan, investigation found that adult had has a significant difference on three dimensions: the tendency to self-directed learning, love learning and active learning.The fourth part is the model building part. Through statistical analysis, this paper found that the learners themselves, the learning environment and learning activities had an important influence for adult self-directed learning. Drawing on previous research achievement and results of statistical analysis, the adult learner-centered self-directed learning model was made up. The model was divided into seven elements: (1) a clear problem; (2) specific learning needs: (3) integration of learning resources: (4) planning study, arrange the learning process; (5) to carry out learning; (6) show the learning results; (7) evaluation, feedback. It was characterized mainly reflected in: (1) learner-centered, highlighting the characteristics of adult learning; (2) a systematic process design: (3) the stability and fluency: (4) Operating nature; (5) efficiency.The final part is the conclusion. The main ideas and results were summarized, directions for future research were recommended.