自主學習是當今學校教育中重要之議題。在理論轉化為本土實踐時，需要針對自主學習的意義加以批判性的澄清，進一步地在台灣的學校脈絡下，提出適用的概念架構，以支撐課程與學習活動的實踐發展。因此本文主要論述分為：1.分析與釐清自主學習的內涵；2.對於自主學習的在地實踐，提出一個可行的概念架構；3.針對台灣的公立學校情境，選擇出一個具啟示性的案例，說明其實踐自主學習方案時的關鍵策略行動，以及持續性的挑戰。最後，針對自主學習方案推動的經驗和挑戰，反思理論到實務之間的問題，並提出未來研究上的建議。

The development of self-regulated learning has been a central topic of discussion among practicing educators and educational researchers. In the process of transforming self-regulated learning theory into practice, especially to the context of Taiwan's pub-lie school system, it requires critical reflection on the cultural differences in the theory and practice. This article begins with a critical examination on the concept of self-regu-lation and its core constructs among different theorists, and then proposes a feasible conceptual framework for designing self-regulated learning program based on Taiwan's educational context. This article also presents a significant case of local public school, and to discuss the implementation process with the focus on the critical actions and the ongoing challenges over the period of six years. The process of theory from western origin into practice of local school context brings some important insights for educational researchers in field of program development and implementation in Taiwan.

自主學習、理論到實務、方案發展

self-regulated learning, theory into practice, program development