試探中的實踐：國中英語資優資源班自主學習推展經驗習

From Attempt to Practice: Experiences in Promoting Self-Directed Learning Among Junior High School Gifted Students

近年來，自主學習已成為廣受關注的議題，特別是隨著108課綱的實施，高中開始正式推行相關課程。然而，在國中教育階段，由於國中教育會考等升學因素的限制，全面實施自主學習仍然面臨一定的挑戰。儘管如此，根據過去的研究和對資優學生認知特質的了解，自主學習被認為是適合資優學生的學習活動。本文通過兩位研究者的經驗，回顧了進行自主學習課程的研究過程，並逐步嘗試和修正自主學習課程的內容。課程的持續時間從單元式到全學年，主題的選擇從興趣到學科，最終強調了學習者的自主學習。通過這一回顧，作者勾勒出在自主學習課程中運用的策略、反思和調整。此外，作者還對整個自主學習課程的發展架構進行了總結，並提出了具體的操作建議，旨在為國中資優教育教師提供準備自主學習課程的參考，以便在資優教育中實踐自主學習的策略和課程安排。

In recent years, self-regulated learning has become a widely discussed topic, especially with the implementation of the 108 curriculum, which formally introduces relevant courses in high schools. However, at the junior high school level, due to factors such as the Junior High School Entrance Examination and other considera-tions for further education, comprehensive implementation of self-directed learning still faces certain challenges. Despite this, based on past research and understand-ing of the cognitive traits of gifted students, self-directed learning is considered suit-able for them. This article reviews the experiences of two researchers in conducting research on self-directed learning courses, gradually attempting and adjusting the content of the courses. The duration of the courses ranged from unit-based to a full academic year, with topics ranging from interests to subjects, ultimately emphasiz-ing learner autonomy. Through this review, the authors outline the strategies, reflec-tions, and adjustments they utilized in the self-directed learning courses. Further-more, they summarize the development framework of the entire self-directed learn-ing curriculum and provide specific operational recommendations aimed at prepar-ing junior high school teachers in gifted education to implement strategies and course arrangements for self-directed learning effectively.