在108課綱的彈性課程中，自主學習課程主要目的是希望學生朝自己有興趣的領域做有系統的規畫學習，本研究採行動研究法，以高雄市某高中一年級25位來自不同班級的學生，選擇科學探究類主題的學生為研究對象，讓學生使用Trello平台作為學習的紀錄及小組互動的工具，老師透過探究式學習鷹架作為引導，使學生進行探究式學習，探討在探究式學習架構的引導下合作學習對學生學習成效、學習態度、個人自我效能及合作傾向的影響，並從Trello模板上的編輯度及學生學習後的反思心得來分析學生的合作模式及學習經驗，研究結果顯示合作學習的學習成效明顯高於個人學習的學習成效，合作學習在學生的學習態度、個人自我效能及合作傾向在學習後都有顯著的提升，而小組的互動及明確的分工則是提升合作學習成效的關鍵，此外，也透過教師反思以提升帶領學生進行自主學習的能力。

The primary goal of self- regulated learning courses is to encourage students to engage in systematic planning for learning in areas of their personal interest. This study focuses on 25 students from a high school in Kaohsiung City, who have an interest in science and come from different classes. Students utilize the Trello platform as a tool for recording their learning progress and facilitating group interactions. The teacher guides students in inquiry-based learning through the use of learning scaffolding. The study investigates the impact of collaborative learning under the guidance of inquiry-based learning on students' learning outcomes, attitudes, personal self-efficacy, and cooperative tendencies. Analyze students' collaboration patterns based on the degree of editing on Trello templates and their reflective insights after learning. The research results indicate that the learning outcomes of collaborative learning are significantly higher than those of individual learning. Collaborative learning shows a significant improvement in students' attitudes, personal self-efficacy, and cooperative tendencies after the learning process. Effective group interaction and clear task allocation are key factors in enhancing the effectiveness of collaborative learning. Additionally, teacher reflections are utilized to improve the ability to guide students in self-directed learning.

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