高中自主學習實踐之研究：政策締造觀點

To Explore the Self-directed Learning Practice in a General Senior High School: A Policy Enactment Perspective

十二年國民基本教育課程綱要規範普通型高中於「彈性學習時間」應保障「學生自主學習」；本研究採取政策締造（policy enactment）觀點，探究一所普通型高中學校的自主學習實踐歷程。本研究目的為：（一）探究學校對自主學習政策的論述與實作；（二）分析政策締造學校自主學習實踐的要素；（三）從政策締造觀點提出學校實踐自主學習的建議。本研究期程兩年，採取設計為本的研究方法，與研究合作個案學校從界定問題、協作設計，實施評估、回饋精進的循環，除共同設計學生自主學習手冊，研究結果與建議：（一）學校在政策論述空間中聚合不同行動者，透過轉譯與協作締造學校的自主學習論述與實踐；（二）學校自主學習實踐受到脈絡與行動者交互作用的影響；（三）學校自主學習實踐中不同行動者，共創政策論述與行動；本研究針對高中實踐自主學習與未來研究提出建議。

The implementation of the 12-Year Basic Education Curriculum Guidelines (referred to as the 108 Curriculum) has been progressively rolled out in each educational stage year by year since the 108 academic year. The curriculum stipulates that general senior high schools should ensure ''student autonomous learning'' during ''alternative learning period.'' This research adopts a policy enactment perspective to explore the process of self-directed learning practices in a general senior high school. The objectives of the research are: 1. to investigate the discourse and enactment of self-directed learning in the school; 2. to analyze the elements of policy enactment in the school's self-directed learning practices; and 3. to provide suggestions for school practices of self-directed learning from a policy enactment perspective. The study spanned two academic years and employed a design-based research approach, collaborating with a school throughout the stages of problem definition, collaborative design, implementation, evaluation, feedback, and refinement. In addition to co-designing a student self-directed learning handbook, the research results and recommends as follows: 1. The school grouped diverse actors within the policy discourse space and created a collaborative environment to co-create the discourse and practice of self-directed learning; 2. The school's self-directed learning practices were influenced by contexts factors and the interaction of actors; 3. Diverse actors within the school's self-directed learning practices co-created policy discourse and took action. This study provides recommendations for the enactment of self-directed learning in senior high schools and suggests areas for future research.