108課綱以「自發」、「互動」、「共好」為核心精神，希望培養孩子成為「自動好」的終身學習者。自主學習正具備了不限定特定學科與形式的屬性，如何經由自主學習，幫助技術型高中的學生學會學習，更強化自主學習在技術型高中課程中的重要性，也符應核心素養所定義面對未來生活所需的能力與態度。本文以技術型高中教師社群3位教師為對象，運用課室暨社群參與觀察及深度訪談，輔以文件分析，探討教師如何透過社群運作提供學生在自主學習過程中所需的引導與支持，及其對學生養成自主行動核心素養的成效。研究結論如下：一、教師社群有助於自主學習的優質推動；二、教師社群的引導，有助於技術型高中學生面對自主學習時先備知識不足的困難；三、教師社群引導自主學習的實踐有助於自主行動核心素養的培育。本研究亦提出相關建議，作為未來優化技術型高中自主學習之實務參考。

The 108 Curriculum Guidelines emphasize the fundamental beliefs of “taking initiative”, “engaging in interaction”, and “seeking the common good” and aim to cultivate children into lifelong learners who are "self-motivated." Self-directed learning possesses the attribute of being unrestricted to specific subjects and learning forms. This study explores how self-directed learning can assist students in acquiring the skills of learning, enhancing the importance of self-directed learning in vocational high schools, and aligning with the defined competencies required for future life. This study focuses on a teachers’ professional learning community in a vocational high school, utilizing classroom and community observation, in-depth interviews, and document analysis to investigate how the community operate to provide needed guidance and support to students to achieve self-directed learning and its effectiveness. The findings are as follows: 1. The teachers’ community helps to promote high-quality self-directed learning; 2. The guidance provided by the teachers’ community help students overcome difficulties when faced with insufficient prior knowledge in self-directed learning; 3. The guidance of the teacher community in self-directed learning contributes to the cultivation of core competencies in autonomous action. Finally, recommendations are provided as practical references in enhancing self-directed learning in vocational high schools in the future.

教師社群、核心素養、自主學習、技術型高中

teachers’ professional learning community, competency-based instruction, self-directed learning, vocational high schools