隨著資訊科技的進步，利用科技輔助教學的模式逐漸受到重視；平板電腦的普及，更使電子書（Electronic Book, e-book）成為重要的學習資源。互動式電子書不只結合了文字、影像、圖片與影音等多媒體資訊，更提供了互動式的功能，包括各種操作、演練及回饋的機制。另一方面，學者也指出，雖然電子書豐富的內容及互動的功能可以提高學生的學習興趣，在面對知識概念複雜的課程內容，學生仍然需要有效的學習策略或工具來提升其學習成效。在眾多的學習工具與策略中，概念圖（Concept map）被認為是最能夠協助組織知識且幫助理解的學習工具。過去有許多相關研究指出，概念構圖對於思考過程的訓練有相當的助益，能降低學生的認知負荷，更利於學生將所學的知識連結到先備知識中，進而組織成新知識。這樣的特性，對於以提供知識及閱讀理解為主的電子書學習模式，是相當合適的。因此，本研究中，提出基於概念構圖的互動式電子書學習模式。為了這個學習方式的成效，本研究採取準實驗設計，探討「基於概念構圖之互動式電子書學習策略」¬（實驗組）與「一般互動式電子書學習策略」（控制組）的學生，在中學少年法律常識課程活動中，比較其學習成就、學習動機與獨立思辨能力的表現。同時，本研究亦進一步探討「行動型」與「思考型」學習風格的學生，在導入此兩個不同的學習策略下，在學習成就、學習動機與獨立思辨能力上有無異同。

As the development of information technology, the implementation of technology-assisted teaching mode has gradually received emphasis. The increasing popularity of tablets makes electronic books (E-books) become an important learning resources. Interactive e-books not only combine words, images, pictures, and videos, but also provide interactive functions, such as various operational functions as well as rehearsal and feedback mechanisms. On the other hand, researchers also pointed out that although e-books have bountiful contents and interactive features to increase students’ learning interests, students still need effective learning strategies or tools to increase the learning achievement in a complex course. Among various learning tools and strategies, concept mapping is considered to be the most helpful tool to assist knowledge construction and clear understanding. There were much research pointed out that concept map is beneficial to the training of thinking and it can lower students’ cognitive load. Besides, it can help students to connect what is learned to their prior knowledge and hence, construct new knowledge. With the feature like this, it is suitable for the e-book learning model which mainly provides knowledge and reading comprehension. Therefore, in this study, a concept mapping-based interactive e-books learning mode was proposed. In order to know the learning effects, quasi-experimental design was adopted in the study to investigate the learning achievement, learning motivation, and critical thinking ability of students learning with concept mapping-based interactive e-books learning strategy (experimental group) and students learning with interactive e-books learning strategy (control group) in a law common sense course in a junior high school. Meanwhile, leading in two different learning strategies, the learning achievement, learning motivation, and critical thinking ability of students with different learning styles, the activists and reflectors, was also explored.

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