| 關 鍵 詞： |
自主學習意識；自主行動參與；自主學習方案 |
| 中文摘要： |
「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。
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| 英文關鍵詞： |
Self-directed Learning Awareness；Self-directed Learning Engagement；Self-directed Learning Programs |
| 英文摘要： |
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 awareness, 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 influenced 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 research 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 disciplinary 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 selfdirected learning engagement.
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| 目 次： |
壹、緒論
貳、文獻探討
參、研究方法
肆、研究結果與討論
伍、結論與建議
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