本研究提出「基於擬題引導的合作概念構圖學習模式」，以擬題策略作為合作概念構圖的輔助鷹架，藉此提高學生線上跨領域知識學習表現及行為。為瞭解學生的學習成就、學習動機、合作學習傾向、批判思考傾向及線上討論行為之情形，本研究採用準實驗設計，針對國中八年級地理課程進行實驗。研究結果顯示，導入擬題策略於概念構圖活動中，對學生在學習成就、學習動機、合作學習傾向及批判思考傾向方面的表現並無顯著影響。另外，由實驗數據也發現，基於擬題引導的合作概念構圖學習模式，學生在「尋求答案」的討論行為與學習動機、合作學習傾向和批判思考傾向具有相關性；同時，採用一般合作概念構圖學習模式的學生，「批評」的線上討論行為面向顯著高於實驗組，而在「讚美」的討論行為則與學習動機具有相關性。基於實驗結果及參考過去的文獻，本研究推論擬題策略的導入，學生於討論過程中較常提出具有建設性的建議或是建議的答案，對於組員提出的想法亦能給予正面或支持性的語句，且應可降低學生負面、消極或對於組員提出的答案存有疑義之討論行為。然而，導入擬題策略未能對學習表現、情意面及相關技能發揮功效，可知擬題策略對於學生而言應具有一定的困難度，未來研究建議加入認知負荷問卷或質性訪談，以期提供後續研究與改進教學之參考。

The present study explored the impact of an integrated problem-posing strategy and concept mapping approach on students’ online interdisciplinary learning performances and behaviors. Using problem-posing strategy as scaffolding for collaborative online concept mapping to improve students’ learning achievement, motivation, cooperative tendency and critical tendency and investigate the online discussion behaviors. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an eight-grade social science curriculum. The experiment results show there is no significant difference between learning achievement, learning motivation, collaboration tendency and critical thinking tendency of the students learning with the proposed problem posing-based collaborative concept mapping approach. Moreover, there is a correlation between students’ “seeking answers” discussion behavior and learning motivation, cooperative learning tendency and critical thinking tendency in the proposed approach. On the other hand, in the control group, students’ “criticism” behavior is significantly more than experimental group and there is a correlation between students’ “praise” behavior and learning motivation. It is inferred that problem-posing strategy is helpful for students to provide constructive suggestions or answers, give supportive response and may reduce negative discussion behaviors. However, the proposed strategy has no significant effect on learning performance, probably because students have difficulties with problem-posing strategy. For further studies, it is suggested that cognitive load questionnaire or interview should be adopted to provide references for future research and teaching improvement.

中文部分
王秀鶯（2014）。概念構圖融入專題式學習對不同學習風格學生學習成效之影響。國立臺南大學教育學系課程與教學碩博士班博士論文，台南市。
英文部分
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