個性化學習政策是英國新工黨在執政後所強調的「個別化公共服務」政策的衍伸概念，近年來成為英國中小學教育革新的重點要項，其政策目標強調在不放棄國定課程的前提下，協助每位公立中小學的學童適性發展。具體做法則主要體現於《願景2020》，包括高品質的教學、促進學習的評量、學生是學習的主人、形塑個性化學習校園，以及鼓勵家長參與孩子學習。本文主要以英國個性化學習政策的相關官方文件為研究主軸，探討其發展脈絡及相關內涵，從中獲取值得我國學習師法的精髓，以裨益台灣適性教育的扎根與落實，有效提升學生的學習效能。最後根據研究發現提供建議給相關單位作為參考。

Personalized learning policy was considered as a derivative concept of personalized public service proposed by British New Labour Party and has become the focus of the primary and secondary education reform in the UK in recent years. The policy target is to help all students in public schools have adaptive development without giving up National Curriculum as its precondition. Its specific content mainly reflects in the “2020 Vision,” including high-quality teaching, assessment for learning, taking ownership of learning, designing schools for personalized learning and engaging parents and carers. Taking the official documents regarding the adaptive learning in the UK as the research focus, this study explores the development context and related connotation of the personalized learning in the UK, obtaining the essence that is worth learning for our own country to help the rooting and implementation of Taiwan’s adaptive education and improve students’ learning effectiveness. Based on the findings, the researcher provides some suggestions for the authorities concerned.