本研究以文化歷史活動理論為取徑，以新北市一所實施自主學習課程的公立國民中學為研究場域，探析該校在十二年國民基本教育（簡稱十二年國教）改革脈絡下進行自主學習課程轉化之展化學習歷程。十二年國教揭櫫之自主學習為培育終身學習者之基礎，為個案學校課程發展重要目標。該校導入十二年國教自主學習的政策倡議，於複雜且多面向的活動系統衍生新的需求，引發系統內部節點的張力與矛盾，涉及主體、客體、工具、規則、社群與分工之演變與再生，並驅動學校課程轉化之系統革新。
為深究個案學校的系統革新歷程與成果，本研究採個案研究法，主要以觀察、訪談和文件蒐集等方式取得資料，並以Engeström（1998）的文化歷史活動理論架構分析資料。本研究發現有四：
一、關注學生自主學習的活動系統目標，可形成集體行動的課程轉化，涵括校長領導、行政組織分工、教師教學、家長參與外部協作資源之共力。
二、矛盾可引發教師主體與社群朝向自主學習課程客體目標發展之動力，工具策略的中介性可調節主體到客體行動之間的落差，開拓學生自主學習課程轉化的路徑。
三、學生以專題探究為手段，發展自主學習的能力，增進自主學習的信心。
四、學校自主學習課程轉化的活動系統，創造課程與教學實踐的革新歷程。
最後，依研究發現，本文提出對課綱轉化、課程創新、教學實踐、學校組織、教育行政機關及後續相關研究之建議，期能為國內課程改革、學校革新與學生學習帶來新的啟示。

This study took the Cultural Historical Activity Theory as an approach to investigate the process of expansive learning in a secondary school's transformation of a self-regulated learning (SRL) curriculum. The 12-year Basic Education views students' SRL as a basis for developing life-long learning and as a vital target of the reformed curriculum. When a school implements the policy of SRL for 12-year Basic Education, this practice creates and causes new demands for the complex and multi-faceted activity system. These demands trigger the tensions and contradictions among the knots in the school system, consisting of the evolution and regeneration of subjects, objects, tools, rules, community, and division of labor. These contradictions further drive the transformation of the reformed curriculum and the innovation of the school system.

This study conducted a case study to investigate the implementation of the SRL curriculum in a public secondary school in New Taipei City. Data collections included interviews, observations, and documentation. The duration of the case study was two years. The primary research findings are reported as follows:

a) The activity system targeting the development of students' SRL contributed to the collaborative implementations of the reformed curriculum. These collaborative implementations consist of principal leadership, the division of labor of the administrations, teacher teaching, parents' involvement, and external resources.

b) Conflicts contributed to the school administrations' motives and the school teachers targeting the object of the SRL curriculum. The strategies of tool mediated the gap between the subjects' and objects' activity, which opened up the pathway for implementing the SRL curriculum.

c) Participating students took problem-based learning to develop their competencies in SRL and to enhance their confidence in conducting SRL.

d) The innovative process for the implementation of the reformed curriculum and teaching was constructed by the activity system for the implementation of the SRL curriculum.

This study proposes suggestions for curriculum　implementations, curriculum innovations, teaching practices, school organizations, educational administrations, and subsequent studies. These suggestions expect to promote insights for the curriculum reform, school innovation, and student learning.

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