<p>在日本，為使高中教育與大學教育能夠順利地銜接，以高中教育改革、大學教育改革，以及大學入學者選拔改革為中心，開始積極地推動高大接續的教育改革。此外，在台灣，開始實施「108 新課綱」，並以「自主行動」「溝通互動」「社會參與」三大面項為其目標，藉以培養學生之基礎能力。由此端之，無論是日本的教育改革或是台灣的教育改革，以高大接續的教育改革作為其重點，積極地推動並促進學生主動學習為其主要目標之一。然而，在推動主動學習之際，常遇到 「教師知識傳授型」與「學生自主型」兩種方式並存，因而造成兩者間的衝突與矛盾。因此，為了減少上述之衝突與矛盾，本論文首先探討主動學習的定義及其意涵。再者，並探討學校教育中主動學習的定位。最後，則是紮根理論的分析方 式，透過大學主動學習之個案分析探討主動學習之學習轉換的可能性。</p>
<p> </p><p>In order to enable smooth articulation of high school and university, reforms of high school education, university education, and university entrance exam began to actively promote the educational reform of articulation of high school and university. Additionally, in Taiwan, the 2019 Curriculum Guideline was implemented and focuses were placed on three dimensions: “active action,” “communication and interaction,” and “social participation” to cultivate basic abilities of students. Accordingly, educational reform in either Japan and Taiwan focuses on the transition between high schools and universities to actively promote and facilitate active learning of students as one of its main goals. When promoting active learning, one will see conflicts and confrontation between “knowledge instruction based that centers on teacher’s education” and “active learning based education” that centers on students as well as those between “administration” and “teaching.” Hence, to avoid the said conflicts and confrontations, this paper first discusses definition and context of active learning. Furthermore, orientation of active learning in school education is discussed. In the end, possibilities of learning transformation of active learning are examined through case study of active learning in university.</p>
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