與英雄同行：自主學習取向課程實踐之教師反思

《十二年國民基本教育課程綱要總綱》以「自發」、「互動」、「共好」為理念，強調學生是自發主動的學習者；而十二年國教課綱於各教育階段所強調的「自主學習」，乃引導學校反思與探究學習的意義及其在學校課程發展與實踐的可能。本研究以「自主學習」為主題，旨在：一、探究自主學習之意涵；二、反思研究者作為自主學習陪伴者歷程；三、提出實踐自主學習的建議以供學校實踐之參考。本研究探究兩所另類學校實踐經驗，研究方法包含反思研究、文件分析、訪談、參與觀察法。首先，提出自主學習的詮釋觀點，豐富十二年國教課綱理念與內涵，並指出「專題課程」可為落實自主學習之設計；其次，提出教師與學校於結構、文化、課程教學是實踐自主學習之要素；最後提出作為自主學習引導者或陪伴者，教師圖像將因之轉變。 The “Curriculum Guidelines of 12-Year Basic Education” is based on the “spontaneity”, “interaction”, and “common good”. It emphasizes that students are the spontaneous learners. The “autonomous learning” emphasized in all educational levels guides the schools to reflect on the significance of learning and potentiality for development and practice of school curricula. The purpose of this study is to reflect and explore three dimensions: the meaning of self-regulated learning, the role of teacher as a self-regulated learning instructor, companion and learner, and the suggestions of implementing autonomous learning for school practice. Two alternative schools participated in the present study. The research methods included reflection studies, document analysis, interviews, participatory observation. Firstly, the implication of the viewpoint of self-regulated learning was explored. The project-based learning courses can be the foundation of self-regulated learning. Secondly, the structure of the teachers and schools, culture and curriculum teaching were the essential elements to implement autonomous learning. Finally, the picture of teachers needs to be changed when the teachers are the guides or the companions of autonomous learners.