十二年國民基本教育課程綱要「自主學習」概念之釐清與實踐難題之省思

Clarification of the Concept of “Self-Directed Learning” and Reflection on Practical Problems of Curriculum Guidelines of 12-Year Basic Education

108課綱揭露終身學習者的願景，並以自主學習作為課綱達成願景之引導。但是，總綱並未清楚表述自主學習概念，以及提出可供各學習階段遵循的原則。因此本文試圖釐清自主學習的概念，討論實踐上的規定，並引入有關理論，提出課程設計思考的準則。在概念釐清上，研究發現自主學習可以是學生學習（或教師教學）活動以及學校的課程設計；但其重點應是隨著學生年紀而減少教師介入的時間，使學生逐漸獨立學習。在實踐規定討論上發現，急需引介相關理論，以供各學習階段的教師得以安排其自主學習的教學重點與策略。最後在引介與分析自我導向學習與自我調節學習相關理論之後，本文提出各學習階段思考的準則。

Curriculum Guidelines of 12-Year Basic Education disclosed the visions for lifelong learners and introduced the concept of self-directed learning to achieve the visions. However, the Guideline does not clearly elaborate the concept of self-directed learning and the principles which can be followed across five learning stages. Therefore, this paper attempts to clarify the concept of self-directed learning, discuss the problems of practice, and introduce relevant theories, finally, put forward some suggestions as guidelines for curriculum design. In terms of concept clarification, self-directed learning can be student learning (or teacher teaching) activities or school-based curriculum, but it should emphasize on reducing teacher intervention time as students grow up, allowing them to gradually study independently. In the discussion of practicing self-directed learning, it is found that there is an urgent need to introduce self-directed learning relevant theories throughout all learning stages, and set the teaching priorities and strategies. After introducing and analyzing the theories of self-directed and self-regulated learning, this paper proposes guidelines of designing classroom activities for self-learning at each stage of learning.