《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；而十二年國教課綱於各教育階段所強調的「自主學習」，乃引導教學者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。再則，科技的發展帶來教學模式革新，透過數位工具及平台的輔助，能讓學習效果更加倍。本研究以「科技輔助自主學習」為主題，以因材網數位平台為教學內容，旨在瞭解三位實施因材網之教師的實踐經驗及十位國小學生使用情形，研究方法包含︰文件分析、師生訪談、參與觀察法。研究提出以下結論及建議︰一、教師專業成長的重要︰教師是否具有系統化教學的素養，才是學生成功使用科技輔助自主學習的關鍵。二、自主學習的策略與方法︰教師扮演引導的角色並即時回饋，以培養學生積極主動學習的動機。本研究提出建議如下︰一、實施科技輔助自主學習時，資訊融入的工具可以更多元化。二、實施科技輔助自主學習課程時，教學方式可以更適性化。

The “General Outline of the 12-year National Basic Education Curriculum” is based on the concepts of “spontaneity”, “interaction” and “together good”, emphasizing that students are spontaneous learners. The “self-directed learning” of the school guides teachers to reflect on and explore the meaning of learning and its possibilities in school curriculum development and practice. Secondly, the development of science and technology has brought about the innovation of teaching mode. With the assistance of digital tools and platforms, the learning effect can be more doubled! However, in the process of digitally assisted learning, how effective are students in applying digital tools and self-learning? What is the process of teaching teachers giving learning tasks as independent learning companions? This is the problem awareness of this study. The theme of this research is “Technology-Assisted Self-directed Learning”, and the teaching content is based on the digital platform of Indigenous Materials. The purpose of this study is to understand the practical experience of three teachers who implemented the Indigenous Network and the usage of ten elementary school students. The research methods include: document analysis, teacher-student interviews, and participant observation. The study made the following conclusions and recommendations: 1. The importance of teachers’ professional growth: Whether teachers have the literacy of systematic teaching is the key to students’ successful use of technology to assist independent learning. 2. Strategies and methods for self-directed learning: teachers play a guiding role and give immediate feedback to cultivate students’ motivation for active learning. This study makes the following recommendations: 1. When implementing technology-assisted autonomous learning, the tools for information integration can be more diversified. 2. When implementing technology-assisted self-learning courses, the teaching methods can be more adaptive.