摘 要
本研究旨在瞭解大學推動自主學習課程概況，並據以提出建議。採問卷調查法及訪談法，以獲得教育部補助或獎勵的頂尖大學、典範科技大學及教學卓越大學等三類績優大學為對象，抽取53所施測，回收有效問卷33份，有效回收率為62.26%。訪談三類績優大學公私立各1所學校負責課程業務的主管各1名共計6名。針對設置「自主學習課程」的基本理念、開課方式及課程評量機制進行探討。主要發現有六，首先，推動自主學習課程的學校僅佔五成五，目標首重自主規劃與學習。其次，自主學習課程讓學生創課者佔四成六，改善選課系統可提升此比例。再次，教師鐘點半數採授課鐘點數內計，開課無人數限制者佔三成九，第四，五成六依既有開課規定程序，開設時間彈性仍顯不足。第五，認列學分數方式多元，各校肯定學生自主學習作法不一。最後，自主學習課程有五成六明訂評量方式應「舉辦/展示成果」。依據發現提出：透過政策導引以提升大學推動自主學習課程比例，改善大學校務行政選課系統以提高學生創課的比例，增加開設自主學習課程的時間彈性提高學生參與意願，辦理學生自主學習課程推動研討會分享經驗，擴大研究對象及研究範疇以持續深研學生自主學習議題，以及深入分析不同屬性學校推動自主學習機制及學習成效的差異等六項建議。
關鍵詞：大學課程、自主學習、課程實施
Abstract
The purpose of this study is to understand an overview in courses of self-regulated learning in universities and to make suggestions. Questionnaire survey method and interview method, with the top universities, exemplary science and technology universities and teaching excellence universities, which received the subsidies or rewards of the Ministry of Education, were selected as the research objects and 33 valid questionnaires were collected. The effective recovery rate was 62.26%. We interviewed a total of six curriculum supervisors in these public and private universities, in order to analyze the idea of self-regulated learning courses, the way of starting and evaluation mechanism. The main findings are six. First, only about 55% of the schools promote self-regulated learning courses, targeting autonomous planning and learning. Second, self-regulated learning courses enable students to take up 46% of the courses. Improving the course enrollment system can enhance this ratio. Thirdly, half of the teachers are counted on the clock, and there are no restrictions on the number of students in the 39%. Fourthly, 56% of the schools, follow the original procedure for course offerings, and still find a lack of flexibility. Fifthly, universities have various ways of implementing self-regulated learning because of diverse grading systems. Lastly, 56% of the schools stipulate holding achievement exhibitions as part of the grading criteria.