本課程從學生自身真正感興趣、感到困惑或想持續追問的問題出發。課程不預先決定所有學生必須學習的內容，而是協助學生從「我真正想知道的是什麼？」開始，進一步思考「如果我要回答這個問題，或完成自己想做的事情，我需要知道什麼？需要學會什麼？」
課程前兩週保留充分的探問與探索空間，不急於要求學生確定題目；第三週導入 AI 作為自主學習工具，之後逐步發展個人或小組的自主學習主題，盤點所需知識、方法、工具與資源，並提出自己的「自主學習實踐架構」。
本課程所稱「實踐」並不預設為社會實踐，而是指學生依據自身設定的學習目標採取實際行動。實踐可以是閱讀、研究、技能練習、創作、訪談、田野、設計、企劃、程式開發、影像製作或其他形式。重點在於學生能否將興趣轉化為目標，主動尋找資源與工具，在行動中獲得回饋、調整方向，並形成自己的學習歷程。

This course starts from questions that students themselves are really interested in, confused about, or want to continue to ask. The course does not predetermine what all students must learn, but rather helps students start with "What do I really want to know?" and further think about "If I want to answer this question, or accomplish what I want to do, what do I need to know? What do I need to learn?"
In the first two weeks of the course, sufficient space is reserved for inquiry and exploration, and students are not rushed to determine the topic. In the third week, AI is introduced as an independent learning tool. After that, individual or group independent learning topics are gradually developed, the required knowledge, methods, tools and resources are taken stock, and their own "autonomous learning practice framework" is proposed.
The term "practice" in this course does not presuppose social practice, but refers to students taking practical actions based on their own learning goals. Practice can be reading, research, skill practice, creation, interviews, fieldwork, design, planning, program development, video production or other forms. The focus is on whether students can turn their interests into goals, actively seek out resources and tools, receive feedback in their actions, adjust their direction, and form their own learning process.

史考特．楊（Scott H. Young）著，林慈敏譯，《超速學習：我這樣做，一個月學會素描，一年學會四種語言，完成MIT四年課程》，方智，2020。

Scott. Written by Scott H. Young, translated by Lin Cimin, "Superspeed Learning: I did this, learned sketching in one month, learned four languages ​​in one year, and completed the four-year MIT course", Fang Zhi, 2020.