本文旨在探究十二年國教國中自主學習校訂課程之實踐，以一所新北市國中為例，闡述該校發展校訂課程的實施歷程。該校以專題探究作為自主學習的取徑，分為「準備、選擇、計畫、行動、歡收」之五個階段，並於106學年度開始，由兩個八年級班級實施小規模試行，引導學生發展自主學習的興趣與能力，逐漸建構系統性與在地性的自主學習課程。本案例對於他校自主學習校訂課程之發展，有三點建議：一、學生自主學習應重視支持資源的運用與整合；二、學校應建立行政領導與教師教學的共力文化；三、學校應善用外部專業協作團隊精進自主學習的課程知能。

This study explored the implementation of a school-based curriculum for self-regulated learning (SRL), and conducted a case study on a secondary school in New Taipei City. The school adopted problem-based learning as an approach to implement the SRL curriculum, which consisted of five facets: preparation, selection, plan, action, and celebration. Starting from 2017 academic year, the school began small-scale trails on the reformed curriculum in two eighth-grade classes and guided the students to develop motivation and abilities of SRL. The SRL curriculum was then gradually and systematically constructed with the features of the school. This study proposes three suggestions for other schools aiming to develop their school-based curriculum for SRL. Firstly, it is suggested to value the execution and integration of supportive resources. Secondly, the school is suggested to establish a collaborative culture shared by the school leaders and teachers. Finally, the school is suggested to take advantage of teams, which consists of outside experts to improve their proficiency in developing the SRL curriculum.