現代社會變動快速，自主學習成為重要能力；十二年國教課綱亦以「自發、互動、共好」為核心原則，首次納入自主學習課程於高中課綱。本研究旨在從學生視角出發，釐清其在自主學習課程中之表現、能力、態度和困難等面向，勾勒學生自主學習表現之多元樣貌。本研究收集 342 份有效問卷，採用探索性因素分析和群集分析，將學生分為 4 種類型：不適應型、信念型、積極型和獨立型；針對分群結果進行主題分析和量化檢定，進一步探討不同類型學生之特性和需求。研究結果顯示，部分學生相當肯定自主學習課程之設計，也能在過程中有效探索興趣、培養能力；但亦有學生不認同自主學習之價值，且尚未準備好面對自主學習模式。學生對自主學習之態度和能力各異，學校和教師應因材施教，掌握學生之狀態和需求，並給予學生不同程度之支持，方能落實新課綱之核心精神。

In modern society, the rapid pace of change means that the knowledge acquired through school education often falls short in meeting the challenges of the future. The new Curriculum Guidelines in Taiwan has, for the first time, incorporated self-directed learning classes into the high school curriculum, with "taking initiative, engaging in interaction, and seeking the common good" as its core principles. This study aims to understand the performance, abilities, attitudes, and challenges faced by students in self-directed learning classes from their perspective. The study collected 342 valid questionnaires and used exploratory factor analysis and cluster analysis to categorize the students into four types: Maladaptive, Belief-oriented, Proactive, and Independent. Thematic analysis and quantitative test were conducted based on the clustering results to further explore the characteristics and needs of different types of students. The findings show that while some students greatly appreciate the design of the self-directed learning classes and are able to effectively explore their interests and develop skills, others do not recognize the value of self-directed learning and are not yet prepared for the self-directed learning model. Students vary in their attitudes and abilities towards self-directed learning. Schools and teachers should adopt a tailored teaching approach, understand the status and needs of each student, and provide varying degrees of support accordingly. Only then can the core of the new curriculum be effectively implemented.

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