國民教育九年一貫課程的目的在培養學習者能生活化且靈活運用的基本能力，其關鍵在自我調整能力。本文乃探討自我調整學習的理論與內涵，接著提出自我調整學習的課程設計、教學模式與評量方法，主張透過自我調整學習循環教學過程：自我評量與監控、目標設定及策略規劃、策略執行及監控、策略結果的監控及修正，以融入式課程內容設計，使學習者獲得技能與知識督導自己，由他人調整至自我調整，並透過真實評量與自我調整學習量表等質與量的多元評量方式，創造精熟目標與內在標準，使學習者擁有「自主學習」與「如何學習」的能力，成為擁有生活化及靈活變通能力而可終身學習的人。

Self-regulated learning has emerged as an improtant new construct in education. The author have discussed about the theories of self-regulated learning、the curriculum and teaching models of self-regulatedlearning、the measurements of self-regulated learning. The cyclical model of self-reguleated learning has been used to improve students' self-regulation: monitoring associated with self-evaluation、goal setting and strategy planning、monitoring associated with strategy implementation、monitoring associated with errorts to adapt the strategy from outcomes. This self-regulated learning of embedded curriculum process provide students with vital feedback for self-evaluating learning progress, making appropriate cyclical adjustments in instructional models and multiple measurement process, for sustaioning perceptions of efficacy until mastery is achieved, and becoming a lifelong learner.