隨著電腦與網路科技的進步，線上合作學習已然成為了一種重要的學習模式。學者表示，若在合作學習活動中未建立良好學習鷹架，學生在合作過程中可能互動討論的深度不足，甚至於參與狀況不佳，因而影響學習成效。擬題策略是一個可以引導學生進行深度思考的活動設計策略，對於促進學生在合作過程中加深討論的深度及多元思考有一定程度的幫助。然而，學者也指出此策略對於許多學生來說是困難的學習活動，如果沒有適當的鷹架輔助，可能會造成學生的認知負荷過高且無法提出高品質的題目。概念圖是一種視覺化的認知工具，有助於學生組織學習內容，並且對於整體知識有更全面的瞭解，更能夠促進學生在擬題過程中加深與加廣地思考。因此，本研究嘗試於線上合作擬題活動中導入概念圖引導策略，並開發了基於概念圖引導策略之線上合作擬題學習系統。為了瞭解這個學習系統的應用成效，本研究採用準實驗設計，針對國中一年級自然科植物的構造與運輸單元進行實驗。實驗組的學生使用基於概念圖引導策略之線上合作擬題學習系統進行學習；控制組則使用一般線上合作擬題學習系統進行學習。研究結果顯示，基於概念圖引導策略之線上合作擬題學習系統的學生，相較於採用一般線上合作擬題學習系統的學生，在概念關聯性測驗、學習動機及問題解決能力都有較好的表現。同時，在學習互動內容分析方面，發現實驗組之互動模式更有助於建構知識，並幫助學生有效表達自己的想法。另外，兩組學生在認知負荷方面並沒有顯著的差異，代表導入概念圖引導策略之線上合作擬題模式並不會增加學生的認知負荷。

With the advancement of computer and Internet technology, online cooperative learning has become an important mode of learning. Scholars say that without appropriate learning strategies or activity design in cooperative learning activities, students may not interact deeply enough during the collaborative process, or even participate poorly, thus affecting learning effectiveness. The proposed problem-posing strategy is an activity design strategy that can lead students to deeper thinking, and it is helpful to a certain extent in facilitating students' deeper discussion and multiple thinking during the collaborative process. However, scholars also point out that this strategy is a difficult learning activity for many students, and without appropriate scaffolding, students may be cognitively overloaded and unable to produce high-quality questions. Concept mapping is a visual cognitive tool that helps students organize their learning and gain a more comprehensive understanding of the overall knowledge, and facilitates students' deeper and broader thinking in the process of problem formulation. Therefore, this study attempted to introduce concept mapping strategies in online cooperative problem-posing activities and developed a concept mapping-based online cooperative problem-posing system. In order to understand the effectiveness of this learning system, a quasi-experimental design was used to conduct an experiment on the construction and transportation unit of a first-grade nature plant. The students in the experimental group learned with the proposed approach, while the control group learned with the conventional online cooperative problem-posing approach. The results show that the students learning with the concept mapping-based online cooperative problem-posing approach showed better learning achievement regarding concept relationships as well as higher learning motivation and problem-solving ability than those who adopt the conventional online cooperative problem-posing approach. Meanwhile, in terms of learning behaviors, it is found that the interactive mode of the experimental group is more helpful to students in constructing knowledge and expressing their ideas. In addition, there is no significant difference between the two groups of students in terms of cognitive load, which means that the concept mapping-based online cooperative problem-posing approach did not increase the cognitive load of the students.

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