本研究之目的在描繪自主學習在高中教育現場的意義與實踐取徑，分為兩個次研究研究一的目的在透過質化半結構訪談歸納教師對於自主學習的理解與實踐，訪談對象來自參與國教院高中課程綱要轉化實踐計畫之學校教師12名，採取半結構訪談方式，訪談高中教師對於自主學習的詮釋以及實施的經驗或策略。歸納出以下重點，自主學習是指學習者經由自我覺察與自我管理進而採取行動的歷程，學習者需要理解或覺察自己的需求、興趣與能力，透過自我管理採取行動進而達成目標；其次，班級層次的實踐可以透過歷程性或總結性的回饋或支持，幫助班級、團隊或個人逐漸朝向自主學習的目標前進。再者，在教師的實踐上，教師需要保持彈性與開放的態度，並提供認知上情感上的支持，共同建構自主學習的歷程；最後，在學校的實踐上應建立自主學習的機制與氛圍，並且促進家長參與。
　　研究二在自我決定理論為基礎探討影響自主學習中兩個結果變項學習動機與學習投入的因素，檢驗教師支持與個人正念特質對於學習投入與學習動機的影響，並探討知覺需求滿足(自主需求、能力需求、關係需求)的中介效果，研究對象為三所普通型高中的學生共275名，運用結構方程模式進行變項關係的探討。研究發現，正念特質可以直接顯著的預測學習動機，但無法顯著預測學習投入；其次，教師支持可以顯著預測學習投入；在中介效果的結果發現，正念特質與教師支持皆可以透過知覺需求滿足的中介效果對學習投入產生影響。本研究依據研究結果提出教育實務建議，包括全校自主學習的氛圍營造、推動教師專業發展、評估自主學習的實踐以及基於理論與實證研究來實踐自主學習。

　　The present study aims to understand the perception toward autonomous learning and how to facilitate autonomous learning in high school context. Study 1 was to conduct semi-structured interview so as to understand 12 high school teachers’ perception toward autonomous learning and how to effectively implement it. The results indicated that automous learning is that learners need to be aware or understand his/her own interest, needs, and ability. By using the skills of self-management (e.g., learning strategies time management), learners may be able to gradually achieve the collective or personal goals. In a class, formative and summative feedback is able to help learners regulate their behaviors. Teachers should espouse open and acceptive attitude and provide both cognitive and emotional support. In a school, the flexible, open-minded, and supportive learning atmosphere should be nurtured, and parental involvement is also helpful. 
　　Based on self-determination theory, the second study was to examine how teacher support (i.e., autonomy support, teacher structure, teacher involvement), perceived need satisfaction (i.e., autonomy, competence, and relatedness), and mindful trait are able to affect learning motivation and learning engagement. The participants were 275 high school learners from three high schools in Taiwan. Structured equation modelling was conducted to examine the proposed hypothesis model. The results indicated that mindful trait can positively predict learning motivation and teacher support can predict positively to learning engagement. Also, both mindful trait and teacher support can affect learning engagement mediated by need satisfaction. Based on the results of study1 and study 2, the three suggestions are provided including facilitating the autonomous learning atmosphere in a school, evaluating the practice of autonomous learning, and applying theory and empirical evidence to guide the practice.