近年來，電子教科書已逐漸成為重要的學習資源。然而，多數電子教科書的設計編輯，仍是以提供知識為主的多媒體資料呈現及互動方式，學生在學習過程中仍偏重記憶與理解層面的行為。因此，本研究旨在發展以學生為中心的互動式電子書，並結合擬題決策的學習策略，以探討對學生在自然與生活科技課程學習成就、獨立思辨能力、科學學習方法與認知負荷之影響。本研究採用準實驗研究法，針對46位小學四年級學生進行實驗。研究結果發現，結合擬題決策之互動式電子書得以有效提升學生的獨立思辨能力，同時，降低學生的淺層學習策略，進而促進自然科學習成就的提升。

In recent years, various issues of mobile system have been widely discussed owing to the rapid advancement of computer and multimedia technologies. However, most e-books are mainly designed for proving multimedia information, implying that students spend most time on memorizing and comprehending what they read, and seldom engage in higher order thinking activities. In this study, a problem-posing strategy is proposed for developing an interactive e-book for guiding students to observe and pose questions. An experiment on an elementary school nature science course was conducted to demonstrate the effectiveness of the proposed approach. The participants were two classes of students from an elementary school. This study aimed to compare the learning achievements and concept of learning of 46 fourth-grade students before and after participating in the learning activity. From the experimental results, it was found that the problem-posing-guiding interactive e-book can significantly improve the learning achievements, thinking ability and conceptions and approaches of learning of the students.

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