國中資優資源班學生自主學習方案之建構：以「城市博物館主題探究計畫」為例

Constructing a Self-Directed Learning Program for Gifted Resource Class Students - An Ex-ample of the“City Museum Thematic Inquiry Project”in a Gifted Resource Class at a Junior High School in Taipei City

自主學習是十二年國教課程綱要的重點，資優學生的自主學習更是引導其學習歷程的重要策略。本文以筆者參與設計之資優資源班自主學習課程「城市博物館主題探究計畫」為例，首先說明資賦優異學生自主學習的重要性，接著說明自主學習與資優教育方案教學之關聯性，再依序說明本計畫課程設計之緣起、設計理念、學習重點之對應以及學生自主學習探究之歷程，而後從教學者的角度說明實施成效與教學心得，最後針對未來資賦優異學生自主學習課程之設計提供讀者數項建議。

Self-directed learning is a key point in the 12-year education curriculum guidelines, and it is an important strategy to guide the learning process of gifted students. This article takes the“City Museum Thematic Inquiry Project”, a self-directed learning course for gifted resource classes designed by the author, as an example. It first explains the importance of self-directed learning for gifted students, then explains the relationship between self-directed learning and the teaching of gifted education programs. It sequentially explains the origin of the course design of this project, the design philosophy, the correspondence of the learning focus, and the process of student self-directed learning inquiry. After-wards, from the perspective of the teacher, it explains the implementation re-sults and teaching experience. Finally, it provides several suggestions for the design of future self-directed learning courses for gifted students.