探究高中自主學習課程化之學習者視角

A Study of Formalizing Self-regulation Learning in Senior High School with the Perspective of Learner-centered

臺灣於2014年推動十二年國教，首先大幅變更高中入學制度，同年11月，教育部公告《十二年國民基本教育課程綱要總綱》，並確定於108學年度起實施。十二年國教課綱總綱首度將「自主學習」納入高中階段學校正式課程。教育部亦於2018年2月頒布《高級中等學校課程規劃及實施要點》，明訂「自主學習」之實施規範與時數下限。本文關注高中實踐自主學習課程化經驗，主要探討學校面對自主學習的建制歷程，如何以過去學生自主學習成功的案例為經，並以未來明日學校的自然發展課程觀為緯，透過系統思考和學生視角探究自主學習的可能建制模式，最後針對學校在學生自主學習課程化提出重視學習者的真正需求及共同參與之建議。

In 2014, the government of Taiwan released the Curriculum Guidelines of 12-Year Basic Education-General Guidelines, which unprecedentedly conducted self-regulation learning as the formal curriculum in senior high schools. Further, the Ministry of Education enacted the Direction for Development and Implementing of School-Based Curriculum in Senior High School to clarify the minimum required hours in the implementation of student self-regulation learning. This article emphasizes the practical experience that the institutionalization and formalization of self-regulation learning in senior high schools. Two main aspects in this paper to reveal the meaning of institutionalized self-regulation learning: systematical thinking and student perspective. The paper also employs the successful case of student self-regulation learning as the warp and the future school with the perspective of natural physical education as the woof to illumicate the development of self-regulation learning. Proposing the recommendations to the school, this study contends that self-regulation learning should be formalized with the standpoint of learner-centered and collective participation.