十二年國教強調我們需要培育出「終身學習者」，然而成為終身學習者的必要條件是自主學習，因此時許多推崇問題導向學習的教育學者們，指出問題導向學習能夠促進自主學習的發生，但研究結果卻與課程實施狀況不同，因此許多教師對問題導向學習開始產生隱憂，所以本研究之目的有三，一是瞭解尚未實施問題導向學習促進自主學習前，學習者自主學習狀態，二是實施問題導向學習促進自主學習後，學習者自主學習的轉變，三是以問題導向學習促進自主學習實施時可能的隱憂。在於學習者在問題導向學習的在正式課程情境中能否有效的促進自主學習。
本研究透過個案訪談的方式，探討新竹市某國小三年級班級中，高、低成就學習者，在問題導向學習後自主學習上產生的變化，研究結果發現高、低成就學習者在實施問題導向學習前，自主學習的意圖、偏好和價值差異非常大，也是造成高成就學習者與低成就學習者自主學習狀況不同的原因；問題導向學習活動無論高成就學習者或低成就學習者，皆能有效促進學習者自主學習策略的發展；在實施問題導向學習時，的確有一些教師無可避免的隱憂，包含授課時間不連貫、學習者自主學習時間過少、學習者周圍的成人給予直接答案失去學習歷程、學習者本身自主學習價值難以改變。

Curriculum Guidelines of 12 Year Basic Education General Guidelines emphasized that we need to cultivate "lifelong learners", but the necessary condition for becoming lifelong learners is Self Directed Learning. Therefore, many educational scholars who advocate Problem Based learning point out that Problem Based Learning can promote the occurrence of Self Directed Learning. However, the results of the research are different from the status of curriculum implementation. Therefore, many teachers have begun to worry about Problem Based Learning. The purpose of this research is whether learners can effectively promote Self Directed Learning in the context of Problem Based Learning in formal curriculum.This research uses case interviews to explore the changes in Self Directed Learning after Problem Based Learning among high and low achieving learners in a third grade class in an elementary school in Hsinchu City. The results of the study found that high and low achieving learners have implementation problems Before Problem Based Learning, the intention, preference, and value of Self Directed Learning are very different, which is also the reason for the difference in Self Directed Learning between high achieving learners and low achieving learners; Problem Based Learning activities are both high achieving learners and low achieving learners. It can effectively promote the development of learners' Self Directed Learning strategies; when implementing Problem Based Learning, there are indeed some inevitable worries for teachers, including incoherent teaching time, too little time for learners' Self Directed Learning, and loss of direct answers from adults around the learner It is difficult to change the learning process and the value of the learner's independent learning.

第一章 緒論 1
第一節 研究背景 1
第二節 研究目的 5
第三節 名詞解釋 6
第四節 研究限制與範圍 7
第二章 文獻探討 9
第一節 自主學習的內涵 9
第二節 問題導向學習的內涵與實施 19
第三節 以問題導向學習促進自主學習 33
第三章 研究方法 37
第一節 研究設計與架構 37
第二節 研究參與者背景分析 38
第三節 研究工具 40
第四節 資料分析 42
第五節 問題導向學習之課程設計 43
第四章 研究結果研究結果與討論與討論 49
第一節 實施問題導向學習前，學習者的自主學習異同 49
第二節 實施問題導向學習後，高成就學習者自主學習的轉變 55
第三節 實施問題導向學習後，低成就學習者自主學習的轉變實 56
第四節 實施問題導向學習促進自主學習的隱憂實 58
第五章 結論與建議 63
第一節 結論結論 63
第二節 建議建議 64

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