大學生自主學習意識實踐於行動參與之研究：以台灣東部某大學為例

A Study of College Students’Awareness and Practice of Engaging in Self-directed Learning: One College at Easter Region in Taiwan as an Example

「自主學習」與「終身學習」是各國培育未來人才之共同理念；為因應此國際趨勢，教育部在2019年開始施行《十二年國民基本教育課程綱要》，藉由政策推動各級學校自主學習課程之施行。大學端並於2022年迎來首批新課綱學生。就學生而言，在明顯學習意識不足狀態下，其所表現之行動參與究竟是自主學習？還是另類形式之被迫學習？本研究旨在探討大學生學習意識如何影響其自主學習之行動參與；採用質性個案研究，納入東部某大學四位學生為個案，透過個別深入訪談蒐集資料。研究發現：一、大學生自主學習是為達成目標追求及自我挑戰；二、大學生自主學習之行動參與面向為學科專業成長、社會參與、及多元進取；三、大學生自主學習意識能促使其反思學校行政系統、課程規劃、及自主行動參與。

Self-directed learning”and“lifelong learning”have been adopted as key concepts around the world for nurturing future talents. Following this trend, Taiwan’s Ministry of Education introduced the Curriculum Guidelines of 12-Year Basic Education in 2019 to promote the practice of self-directed learning programs in schools at all levels; the colleges in Taiwan has enrolled the first group of students completing their basic education in 2022. When students are obviously lack of learning aware¬ness, does their engagement of self-directed learning programs reveal as independent learning, or just another form of forced learning? This study aimed to examine how college students’learning awareness has influ¬enced their engagement of various self-directed learning programs. A qualitative case-study approach was adopted for this research, and there were four college students invited as study cases. The in-depth individual interviews were undertaken with the students for data collection. The re¬search findings are: 1. The engagement of college students in self-directed learning is to achieve personal goals as well as challenge themselves; 2. The aspects of college students’engagement in self-directed include dis¬ciplinary professional growth, social participation, and diverse progress; 3. College students’self-directed learning awareness can help them to reflect on school administration system, curriculum planning, and self-directed learning engagement.