隨著社會急遽變遷，傳統填鴨、被動的學習已難以因應變革，學生學習必須翻轉為自主、自動的學習方式。本文旨在以自訂目標、自主規劃、自我調節、自律改善等自主學習四個階段，以及成果導向、向下設計、實務技能、展現成果等能力本位教育四項特質，來設計以自主學習為主的大學能力本位課程，並以A大學某一學生團隊自主學習計劃為例。本研究採取問卷調查法，運用「自主學習調查問卷」、「A大學教學意見調查」來瞭解修畢此課程12名學生的學習成效。結果發現：（1）學生在自主自動、自訂目標、自主規劃、自我調節、自律改善等能力，均大幅提升。（2）學生對課程的整體滿意度頗高，且學生學習成果的滿意度高於對教師教學的滿意度。（3）學生認為能掌握課程內容與概念，並提升發現問題的能力。

The traditional and passive learning has failed to adapt to the rapid change of the society, so students have to turn their learning into self-regulated learning. The purpose of this paper was to design a self-regulated learning curriculum, based on self-determination, self-planning, self-regulation, self-improvement, as well as four characteristics of competency-based education (i.e., outcome orientation, downward design, practical skills, and outcome demonstration). A self-regulated learning plan conducted by a student group from University A was presented as an example. On the basis of ＂Self-regulated Learning Questionnaire＂ and ＂Teaching Opinion Survey,＂ the results showed that: (1) Students made great improvement with respect to self-automatic, self-targeting, self-planning, self-regulating, and self-improving abilities; (2) Students' overall satisfaction with the curriculum was high, and they were more satisfied about their learning achievement than about their teachers' teaching; (3) Students thought that they could not only master the course content and concept, but also enhance their ability of finding problems.