學者指出，如何擬訂好的學習策略，引導學生進行深入思考，同時在學生思考過程中，讓學生完全投入學習中，是一個重要的議題及挑戰；此外，學生在學習過程中感受到的壓力也是影響學習表現的一大關鍵因素。因此，本研究提出擬題競賽學習策略，引導學生深入探討問題並進行反思，並藉由刺激的競賽學習活動，增強學生的學習動機與興趣。為了驗證這個學習模式的應用成效，本研究開發了一套結合擬題策略與同儕競賽的學習系統，並採用準實驗研究方法，針對台灣某大學三年級的學生共兩個班級，在護理學習中的急救教育訓練課程進行施測；實驗組採用結合擬題競賽策略的學習模式，控制組則採用一般擬題策略學習模式。除了比較其學習成就及感受，本研究並進一步探討不同情境焦慮程度的學生，在擬題競賽學習環境中的表現。實驗結果顯示，採用「結合擬題策略與同儕競賽的學習模式」的學生比採用「一般擬題策略學習模式」的學生，在學習成就方面有較佳的表現；另外，在科學學習方法、自我效能和認知負荷方面則沒有顯著的差異。同時，在實驗組中，高情境焦慮的學生在科學學習方法的淺層動機及深層動機面向，以及自我效能方面皆顯著高於低焦慮情境的學生。

Scholars have pointed out how to set a good learning strategy to lead students to conduct higher order thinking and fully engage in learning, is still an important issue and challenge. Besides that, the pressure students felt in the learning process is a key factor that influences learning performance. Therefore, this study proposes a problem-posing competition learning approach to guide students to discuss the questions and conduct reflection, and enhance students’ learning motivation and interest through compelling competition learning activities. In order to verify the effectiveness of this learning approach, this study integrated the strategy of problem-posing and peer competitions into a self-developed learning system, and adopted quasi-experimental research method. A total of two classes of students from a third-year university in Taiwan were involved in nursing learning. First aid education training courses were tested. Students in the experimental group used the problem-posing competition learning approach, while students in the control group used the general problem-posing learning approach. In addition to students’ learning achievement and feelings, this study also investigates students’ learning performance at different state anxiety level. The study result shows that the experimental group students significantly improved their learning achievement, compared with control group students. However, there was no significant difference in the motivation of science learning strategies, self-efficacy, and cognitive load. In addition, students with higher state anxiety in the experimental group had significantly higher surface motivation, deep motivation, and self-efficacy than students with lower state anxiety.

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