在108課綱以素養為導向的理念下，構建學生的自主學習，已成為12年國民基本教育下學生的重要課題。為了促進學生的自主學習，構建自主學習指標成為自主學習素養發展和評量的重要基礎。因此，本研究旨在構建不同層面與向度的自主學習指標，以供評估技術型高中學生的自主學習現況。研究程序首先透過文獻分析彙整自主學習指標架構，再用KJ法進行指標分類和層面重組。經過三回合KJ法分析，總結出自主學習指標系統架構初稿，包括4個層面、15個向度、157個指標。以14名專家進行修正式德菲術，以完善指標修訂，再以專家問卷進行一致性分析，以確立自主學習的層面、向度與指標。藉由1,347名技術型高中學生填答，以考驗指標的信效度。分析結果支持本研究所建構的技術型高中自主學習指標具備信度與效度，可供教育單位、教師與學生運用於評估學生的自主學習現況。

Under the context of the 12-year Basic Education Curriculum Guidelines (12-year BECG), it becomes an important topic to construct students’ autonomous learning to align with the literacy-oriented philosophy of Taiwan’s 108 New Curriculum. Constructing an autonomous learning indicator framework is an important foundation to develop and assess students’ autonomous learning literacy. Thus, this study aims to construct an autonomous learning indicator framework with multilevel, and dimensions to assess the current situation in autonomous learning of vocational high school students. First, the study conducted literature review to construct the structure of autonomous learning. Then, the study applied the KJ method to classify and organize the level of the initial index. After three rounds of the KJ method, the study developed the primary autonomous learning indicator framework with 4 levels, 15 dimensions, and 157 indexes. The primary autonomous learning indicator framework was refined by 14 experts through the Modified Delphi Technique. The expert survey was conducted to collect data and verify the consistency. After the indexes, dimensions, and levels of the autonomous learning indicator framework were completed, a total of 1,347 vocational high school students in Taiwan were invited to participate in the survey. The survey results shows good validity and reliability, which indicates that the autonomous learning indicator framework can be used to assess students’ autonomous learning in vocational high school. This framework can serve as reference for educational administrators, teachers, and students to assess autonomous learning.