《十二年國民基本教育課程綱要總綱》以「自發」、「互動」、「共好」為理念，強調學生是自發主動的學習者，學校教育要能善誘學生學習動機和熱情，激發生命喜悅和生活的自信，提升學習的渴望與創新的勇氣。十二年國教課綱於各教育階段所強調的「自主學習」，乃引導學校反思與探究學習的意義及其在學校課程發展與實踐的可能。本研究以「自主學習」為主題，旨在：一、探究學校行政人員、教師與學生對自主學習的意涵詮釋觀點；二、分析學校規劃與實施自主學習之策略；三、提出實踐自主學習的建議，提供學校實踐之參考。本研究採取案例研究法，主要研究方法包含訪談、文件分析、參與觀察法等。首先，提出案例學校行政人員、教師與學生對於自主學習的詮釋觀點，呼應與豐富十二年國教課綱理念與內涵；其次，指出學校從結構、文化、課程教學是實踐自主學習的要素；最後，提出學校實踐自主學習的建議。

Based on the spontaneity, interaction, and common good in Curriculum Guidelines of 12-Year Basic Education, educators must promote learners’ motivation and passion. Students are inspired to be active and confi dent learner to meet challenge in the life. Therefore self-regulated learning stressed in Curriculum Guidelines of 12-Year Basic Education is a signifi cant concept for all educators to refl ect the implication of schooling. The case study is to explore how educators understanding and implementation the self-regulated learning in a junior high school. The methods include interview, documents analysis, participant observation. The study summarized the understanding the implication of selfregulated learning by educators correspond with the Curriculum Guidelines of 12-Year Basic Education. Secondly, school administrative system, curriculum and instruction, and culture are main elements for implementing the self-regulated learning. At last, suggestions are proposed for reference.