本研究以自學、共學、互學、導學四種學習方式與定標、擇策、監評、調節四個自我調節步驟為雙向架構，發展教師可以善用科技發展學生自主學習能力的教學輔助策略指標。本研究邀請15 位具科技輔助自主學習計畫講師資格的專家，針對策略指標的重要性與難易度，進行三個輪次德懷術問卷調查。研究發現：1.指標均具重要性，有利教師在教學現場進行課堂實踐；2.可依指標難易度，為教師專業發展搭建鷹架；3.各指標可以善用的科技輔助，需有一般性；4.自學與互學中監評步驟的輔導策略，需強化培訓與輔導；5.可依指標發展評量工具，追蹤教師專業成長。

Since the launch of “Technology-Enhanced Self-Regulated Learning Program (TESRL)” by Taiwan’s Ministry of Education in November 2019, making use of technology to enhance students’ self-regulated learning has become an important issue for elementary and secondary teachers’ professional development. This study incorporates personal and social oriented self-regulated learning theories and strategies to develop a two-dimension indicator framework with the four types of learning, which is also known as the “four-learning model” (self-learning, co-learning, mutual learning, and guided learning), and four steps of self-regulation cycle. Based on the framework, the practical and feasible teaching strategies for enhancing TESRL were investigated. The study conducted three rounds of expert survey with Delphi technique. Fifteen qualified instructors of TESRL workshops with practical teaching experience in primary or secondary school were invited to participate the expert survey. The findings of the study are: 1. All teaching strategy indicators are important, and they all support teachers’ classroom practices on the teaching sites; 2. According to the degree of difficulty of the indicators, scaffolding can be applied in teachers’ professional development; 3. To master the monitoring and evaluation steps in self-learning and mutual learning which are part of the guidance strategy, teachers need more training and guidance; 4. Based on the above indicators, assessment tools should be developed to track teachers' professional development.