本研究旨在建構國民中小學MOOCs課程設計自評規範指標。研究者透過文獻探討，彙整MOOCs課程設計之內涵，規畫準備、分析、設計、發展、實施、評鑑六大階段的自評規範架構，擬定自評規範指標。研究者以德懷術做為資料蒐集的方法，邀請12位包含教學科技、數位學習、學科領域專家及縣市教育處行政人員，擔任德懷術問卷調查專家。經過二回合德懷術問卷調查以及修正調整後，建構出國民中小學課程設計六階段自評規範指標共42項。本研究所建構的國民中小學課程設計自評規範指標，希望可以提供作為教學設計人員、國民中小學MOOCs的授課教師進行教學設計時的參考方向與引導，以及自我檢核之參考依據，以落實中小學MOOCs的課程設計。

The study is aimed to construct the self-evaluation indicators of elementary school MOOCs curriculum design. For this purpose, the researcher reviewed literature on the subject first and compiled signification of elementary school MOOCs curriculum. At the same time, the researcher used preparing stage, analyzing stage, designing stage, developing stage, implementing stage and evaluating stage as the framework and set evaluation indicators. Second, the researcher invites 12 scholars whose background were educational technology, e-learning, subject experts and the county education experts to participate in the survey of the Delphi technique. After a two-round Delphi questionnaire surveys and constantly revising, forty two self-evaluation indicators of elementary school MOOCs curriculum were constructed. The self-evaluation indicators on elementary school MOOCs curriculum design constructed in this study can be the curriculum design direction for instructional designers and elementary school MOOCs teachers to put the elementary school MOOCs curriculum design into effect.