學習歷程檔案對國中學生自主學習的影響：從記錄到反思

The Effect of Learning Portfolio on Junior High School Students’ Self-Directed Learning: From Recording to Reflection

本研究探討學習歷程檔案作為鷹架，在彈性課程中對學生自主學習的影響。隨著108課綱的實施，教育政策強調素養導向學習，學習歷程檔案逐漸成為提升學生自主學習能力的重要工具。本研究採行動研究法，透過課程設計、教學實踐與學生學習歷程的觀察與分析，發現學習歷程檔案能有效增強學生的學習責任感、促進深度學習與跨學科整合，並提供反思機制。然而，學生對自主學習的適應程度不同，需透過分層鷹架與適當的回饋機制加以支持。研究建議教師採循序漸進的課程設計、強化學習歷程檔案的回饋機制，並透過跨學科合作與數位工具提升學習歷程檔案的應用成效。未來可進一步探討不同學習風格的學生適應情形，或數位學習歷程檔案的成效，以優化自主學習模式。

This study explores the impact of learning portfolios as scaffolding on students’self-directed learning in flexible curricula. With the implementation of the 12-Year Basic Education Curriculum Guidelines (108 Curriculum), educational policies have emphasized competency-based learning, making learning portfolios an essential tool for enhancing students’self-directed learning abilities. Using an action research approach, this study examines curriculum design, teaching practices, and students’learning experiences. Findings indicate that learning portfolios effectively enhances students’sense of responsibility, promote deep learning and interdisciplinary integration, and provide reflection mechanisms. However, students exhibit varying levels of adaptation to self-directed learning, requiring tiered scaffolding and appropriate feedback mechanisms for support. The study suggests that teachers adopt a gradual curriculum design, strengthen feedback mechanisms in learning portfolios, and leverage interdisciplinary collaboration and digital tools to enhance their application. Future research could further explore how students with different learning styles adapt and the effectiveness of digital learning portfolios to optimize self-directed learning models.