臺灣社會於推動108課綱的教育趨勢下，「自主學習」儼然成為重要内涵；然而，大學課程如何培養學習者具備「自主學習」之能力，以銜接高中端學習並成為帶得走的軟實力？大學課程該如何轉變，才能引發學習者自主學習之動機？本研究奠基於此，以通識微型課程設計為例，運用自主學習教學模式，以視障者關懷為導向，引導學習者主動參與社會議題，並進一步分析其能否達成同理關懷視障者、充實「自主學習」之能力。本研究顯示，結合自主學習教學模式之微型課程策略，確實能引發學習者對視障者的關懷，觸發學習動機，並藉由同理心之激發，提升自主學習之動能與實踐。自主學習教學模式可激發更多交流與討論，促進學習者認識不同學系之同儕，並在觸覺地圖製作過程中，共同建立新知與自主發展設計實作，為視障者提出解決方案，有效地觸發視障關懷暨自主學習之學習成效。課程設計融合關鍵知識與技能傳授、體驗同理差異群體、跨領域交流、目標導向（觸覺地圖）之學習内涵，能誘發學習者持續探究的自主學習動力，激發自主學習之能量，讓學習者進而結合課程知識與專業領域所學，觸動其自主學習實踐之思維。

With the trend of promoting the “Curriculum Guidelines of 12-Year Basic Education” in Taiwan, self-directed learning has emerged as a principal element. Consequently, how can students’ self-directed learning ability be developed through the university curriculum so as to bridge high school learning and make it a soft power that can be taken away? How should the university curriculum change to motivate self-directed learning? This study took the design of a liberal studies mini-course as an example and adopted a self-directed learning teaching model. The objective was to encourage learners to participate in social issues, focusing on care for visually impaired people, and examine whether they can establish empathy with the visually impaired and develop “self-directed learning” ability. The findings suggest that the mini-course strategy combined with the self-directed learning model can arouse learners’ care for the visually impaired, trigger their motivation to learn, and enhance the motivation and practice of self-directed learning by establishing empathy. The self-directed learning model can stimulate more communication and discussion, and encourage learners to get to know peers from different departments. Through the process of tactile mapping, it can also help learners acquire new knowledge and design self-directed practices together, so as to propose solutions for the visually impaired and effectively demonstrate the learning effectiveness of care for visually impaired people and self-directed learning. The curriculum design integrates key knowledge and skills impartment, experiential empathy with diversity groups, cross-disciplinary communication, and goal-oriented learning (tactile map) to induce learners’ motivation for constant inquiry, arouse their energy for self-directed learning, and allow them to combine curriculum knowledge with professional knowledge, thereby developing thinking on self-directed learning practices.