自主學習取向之適性課程與教學研究：臺灣小學與德國小學「方案教學」個案比較

The Study on Self-regulated Learning: Focus on Project in German and Taiwan’s Elementary School

二十世紀七O 年代起，適性教育受到重視，德國中、小學逐漸發展各種自主學習取向的教學方法，本文以「方案教學」（Projektunterricht）為例，透過文獻與實例分析，比較德國與臺灣小學自主學習課程與教學之實施情形。本文首先進行文獻分析，闡述自主學習取向課程與教學設計之特性，並探討「方案教學」在臺灣與德國之發展。接著說明研究目的、問題與研究方法，實證研究資料蒐集方法包含訪談、教室觀察與相關資料檔分析。第四部分為研究結果與討論，比較分析德國與臺灣小學行政人員、教師、學生與家長對「方案教學」之認知與態度，及其扮演的角色。並於最後結論中指出我國學校推展方案教學上的特徵、限制與可能性，並提出建議，供國內教育實務界之參考。

Since 1970 self-regulated learning has been an issue in German education. The main purpose of this study is to explore the features of education in Germany elementary school， with special focus on project curriculum and instruction. This study is based on a review of the curriculum framework of self-regulated learning in Germany and Taiwan. Then the study analyzes curriculum designs and teaching strategies in German elementary school as well as in Taiwan through interviews and classroom observations. Finally， the author compares the practice of project curriculum and instruction in German und Taiwan’s Elementary School and makes it a reference for improving self-regulation learning in Taiwan.