由於資訊科技的發展與普及，電腦科目前已列為台灣中學教育的正式課程，其中程式設計與應用對於學生及教師更被認為是重要且具有挑戰的教學科目。Scratch視覺化程式設計軟體提供一個容易入門的程式設計環境，對於訓練學生的邏輯推理能力與創造力有相當的助益；同時，同儕互評學習策略可以幫助學生在評量同儕作品的過程中，充分瞭解教師的評分規準，並透過反思提高自身的學習成效以及評論能力。因此，本研究旨在探討「線上同儕互評系統回饋模式」對學生在學習Scratch程式語言設計的學習成效以及高層次思考能力之影響，包括後設認知察覺能力、創造能力、問題解決能力此三項。為證實本研究之成效，本研究採用準實驗設計，實驗對象是四個班級的九年級學生，兩個班為實驗組，另外兩個班為控制組，進行10週的Scratch程式設計教學課程。其中實驗組的學生運用「線上同儕互評系統」，在完成專題作品後給予同儕專題作品評分；控制組採用「一般傳統教師回饋模式」，由教師給予專題作品回饋。由實驗結果發現，結合同儕互評的Scratch程式設計學習模式，能夠改善學生的學習成效與學習態度，並提升其後設認知察覺能力，同時這樣的學習模式不會增加學生的認知負荷。

As a result of the information science and technology development and the popularization, computer science has become the formal curriculum of secondary education in Taiwan. Among various computer course units, programming and its applications have been recognized as important and challenging instructional content for teachers. Scratch, a visualized programming tool, provides an easy-to-learn environment for fostering students’ logical reasoning ability and creativity; moreover, peer assessment is an effective learning strategy that can help students fully understand the assessment criteria of teachers, and improve their learning achievement and commenting capability. Therefore, in this study, the effects of peer assessment-based Scratch programming approach on students’ higher order thinking are investigated, including Metacognitive Awareness, creative thinking and problem-solving performance. A Quasi-Experimental Design is adopted. Four classes of ninth graders from a junior high school in Southern Taiwan are the subjects. The participants were separated into two groups, the experimental group and the control group, to study the session individually for ten weeks. The experimental group employed Scratch to learn with the “on-line peer assessment system”, while the control group learned with conventional Scratch-based programming approach with feedback from the teacher. From the experimental results, it was found that combining Scratch-based programming learning with peer assessment was able to improve students’ learning achievement, learning attitude and Metacognitive Awareness skills. Meanwhile, it would not increase the students' cognitive load.

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