從九年一貫課程綱要中提倡「以學生為主體」的理念，到十二年國教課程培養孩子自主行動，都希望學生擁有學習與創造的熱情。近年自主學習又再次受到教育界的關注，因2021年臺灣教育首次做出巨大變革，受疫情影響全臺各級學生皆在家線上學習，對學生或是教師都是一大挑戰。以國小學生來說，研究者在教育現場中發現，學生過於依賴教師的課程安排。依據停課不停學的教學經驗，觀察到學生缺乏自主學習的能力，研究者因此藉由問題導向學習和行動學習於國語領域閱讀課程，引導學生擁有自主學習的學習策略。本研究採行動研究，研究對象為四年級學生，研究過程中隨時確認檢查學生學習狀況，並即時做調整與協助。
研究結果發現透過問題導向學習教學和行動學習對學生自主學習各方面成效良好，新的教學模式也讓學生產生學習熱情學習更加主動。研究建議希望教師先主動導入問題導向與行動學習課程於國語領域閱讀課程，提前誘發自主學習內化成熟，讓學生透過異質小組互動，引導學生主動學習，善用科技行動學習，能促成學習延宕拓展學習環境，並多嘗試以學生為主體之教學，提前引發學生自主學習動機。

From the Grade 1-9 Curriculum that advocates the concept of "student-centered" to the 12-year Basic Education to cultivate children's independent actions, they all hope that students will have a passion for learning and creativity. In recent years, self-regulated learning has once again attracted the attention of the education community. Because Taiwan's education will make great changes for the first time in 2021, affected by the epidemic, students at all levels in Taiwan are learning online at home, which is a big challenge for students and teachers. In the case of elementary school students, researchers found in the educational scene that students are too dependent on teachers' curriculum arrangements. According to the teaching experience of suspending classes and non-stop learning, it is observed that students lack the ability of self-directed learning. Therefore, the researchers use problem-based learning and mobile-learning in reading courses of Mandarin to guide students to have self-regulated learning strategies. This research adopts action research, and the research object is fourth grade students. During the research process, the students' learning status is checked and checked at any time, and adjustments and assistance are made immediately.
The results of the study found that problem-based learning teaching and mobile-learning have achieved good results in all aspects of students' self-regulated learning, and the new teaching model has also enabled students to generate learning enthusiasm and learn more actively. The research suggests that teachers should take the initiative to introduce problem-based and mobile-learning courses into reading courses of Mandarin, to induce the internalization and maturity of self-regulated learning in advance, so that students can interact with heterogeneous groups, guide students to actively learn, and make good use of technology for action learning, which can promote learning delay and expansion. Learning environment and try to take students as the main body of teaching, to trigger students' self-learning motivation in advance.

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