本研究旨在探討團隊合作學習(TBL)教學模式應用成效的現況及差異。另以科技領導實施現況探討科技應用於教學中，提升學生學習成效。 本研究以問卷調查為主、訪談為輔。以研究者自編「團隊學習合作」調查問卷，以新北市某私立中學八年級全體學生為調查對象。計回收有效問卷157份，並採平均數、標準差、單因子變異數等統計方法進行資料的分析與處理；在訪談方面，以新北市某私立中學的校長、主任、組長進行半結構式訪談，以了解科技領導實施現況。 根據研究結果，得到以下主要結論: 一、學習者性別、操作科技器材的熟悉度在團隊合作學習效能上具有顯著差異。 二、團隊合作學習整體效能及其各層面均達到「中高表現」。 三、學校的「科技願景與發展目標結合」、「科技的落實」、「軟硬體導入教學現場」、 「企業式分層管理」是實現學校科技願景的最佳模式。 四、「使組織成員之學習目標與科技訓練結合」、「科技導入課程的實用性」是組 織成員所期盼的。 五、「科技設施採購與借用須按教學需要彈性規定」是學校科技設施支持的關鍵 要素。 六、「課堂觀察」、「教學分享」、「追蹤組織成員使用科技成效」是學校科技評鑑的方式。 七、「取得組織成員信任」、「定時接受科技訓練」、「推動科技之人員具有高專業」是實施科技人際關係與溝通最佳模式。 八、「領域科技人員不足」、「人員異動頻繁」等因素是學校科技領導的阻力。 九、學校行政人員經由科技領導,在學生思考、科技輔助、團隊分組、主動學習、 社會學習各層面學習成效均有所提升。 關鍵詞: 科技領導、團隊合作學習 / The purpose of this study mainly focuses on the current implementation and differences of TBL, Team-based learning. At the same time, with a view to promoting students’ learning effect, current technology leadership strategies are also applied to teaching. The research method of this study is based on questionnaire surveys, assisted with interviews. Based on a survey questionnaire on TBL adapted by researcher along with subjects of all grade eight students from a private middle school in New Taipei City, a total of 157 valid samples, filled with an analysis of data of mean, standard deviation, and one-way analysis variance. The interview is semi-constructed and the subjects are the principal, directors, and section chiefs so as to understand current implementation of tech-led status quo. Accorind to the study results, the findings are as follows: 1. As to the efficacy of TBL, there is an obvious difference among learners’ sex and his or her familiarity to operate technological devices. 2. The efficay of TBL and its related aspect reach the performance of “intermediate”. 3. “The combination of technological vision and its developmental goal”, “The practice of technology”, “Softwares and hardwares introduced to education situations”, and “Enterprise hierarchical supervision” are the best model of implementing school vision of technology 4. A combination of staff’s learning goals and the purpose of its technology training as well as the practicability of courses introduced with technology is what the staff members look forward to. 5. The key element to support school’s technology facilities is flexible rules based on teaching when it comes to purchasing and borrowing the technological facilities. 6. How school technology evaluation works is based on class observation, teaching sharing, and follow-ups of staff members’ use of technology. 7 The best model to implement technological interpersonal relationship and communication is to “access the staff’s trust”, “receive technological training regularly”, and “encourage technology-promoters to receive advanced technology”. 8. The obstacles school technology may encounter are the lack of the techological staff of a specific field and the frequent personnel changes. 9. School administrators will, in students’ thought, technological assistance, team grouping, active learning, and social learning, get promoted through the introduction of technlogy. Keywords: technology leadership, team-based learning

本研究的主要目的在探討合作學習對商職學生英語口語表達能力的成效及商職學生對合作學習應用在英語會話課的看法。研究對象為商職二年級兩班學生共八十名，其中一班為實驗組41人，授以學生小組成就區分法(STAD), 小組遊戲競賽法(TGT), 及共同學習法(LT)三種合作學習法；另一班為控制組39人，授以傳統授課法。兩組所使用的教材相同，由研究者安排教學活動並親自授課。教學實驗為期一個學期。資料蒐集方式包括兩次學期成就測驗為前、後測，問卷調查表、及訪談。資料分析方式為量化的描述性統計及質化的內容分析法。歸納研究結果摘述如下： 一．實驗組學生在後測表現上明顯優於控制組學生，且達到統計的顯著差異。 二．從個別子項目來看，實驗組學生在文法項目與控制組學生相較下，並未有顯著差異外，其餘項目表現明顯高於控制組學生。 三．由問卷及訪談來看，合作學習對學生學習動機、學習態度、人際關係、及減輕學習焦慮均有助益。 四．針對合作學習應用在本研究中所發現的一些缺點和困難，提出討論以求因應策略。 根據上述研究結果，提出教學上涵義的探討，及對未來研究提出建議。 / The purpose of this study is to investigate how commercial vocational high school students perceive cooperative learning in terms of English oral performance, learning attitudes, social development and lowering of anxiety in speaking English. There were totally 80 students involved in this study. The experimental group was taught in cooperative learning for one semester with the methods of Student Teams Achievement Division (STAD), Teams-Games-Tournaments (TGT), Learning Together (LT). The control group was taught in the traditional instruction. This study collected data from oral tasks, scores of pretest and posttest, questionnaire, and student interview to achieve methodological triangulation. The reliability and validity of the collected data were ensured by combining both qualitative and quantitative methods. Descriptive statistics and content analysis were used to analyze the data. The major findings of this study suggested that cooperative learning helped significantly to enhance the commercial vocational high school students' English oral performance , learning attitudes, social development and lowering of anxiety in speaking English. Besides, the problems of cooperative learning that emerged in students' responses and the researcher's observation was stated in the conclusion. The study suggested that cooperative learning be integrated into the vocational high school English instruction in Taiwan. Pedagogical implications for the application of cooperative learning in EFL teaching were proposed. Finally, suggestions for future studies were recommended.

本研究旨在探討與了解透過合作學習歷程中團隊所知覺之創意氛圍情形，研究對象為某國立大學修習「合作學習」課程之大學生(N=36)，其中包含透過課程中合作學習法的理論認識，與教師的課程設計，實際進行團隊合作學習，並實踐合作學習之理論，學生透過每一週的課程，進行充足的團體討論。本研究將以個案研究的方式，並透過量化與質性資料的收集與分析，探究大學生合作學習歷程中團隊創意氛圍之情形。主要研究結果發現包括：一、創意氛圍表現相異的團體，其合作學習歷程也具有歧異性；二、影響團隊創意氛圍之因素具有階段性；三、「合作學習課程」對於團隊合作歷程造成影響。本研究根據研究結果，提出對未來教育和未來研究的建議，以作為未來相關領域的參考。 / The purpose of this study was explore the cooperative learning process of the team’s creative climate development. Participants were 36 (N=36) college students who took a national university course about cooperative learning. It is comprised of the schedule of cooperative learning method in the curriculum, teachers’ curriculum design, practical group cooperative learning and practical theory of cooperative learning. Moreover, the students can have a lot of group discussion time in every class. Based on case study, this study explores the situation of group creative climate in the process of college students’ cooperative learning by collecting and analyzing the quantitative and qualitative data. The major research findings include: 1. The groups with different creative climate are also different in their cooperative processes. 2. The factors affecting the group creative climate are different in every stage. 3. The cooperative learning course has influence on the group cooperative process. Based on these research results, this study makes some suggestions on the future education and researches for the reference of related fields in the future.

本研究的目的在於探究合作學習的教學模式對於國民中學的學生在降低英語聽力焦慮和提升聽力能力雙方面上是否有效。本研究的研究對象是54位來自台灣北部地區的一所國民中學的學生，學生來自於經S型分班後同質性的2個普通班，2個班分別設定為對照組和實驗組，兩組在數量、性別、背景、聽力焦慮及聽力能力起始程度上皆相似。對照組施以傳統英語聽力教學模式：學生聽寫，教師給答案並講解的方式施教；實驗組則施以合作學習英語聽力教學模式：同學聽完練習後，交互討論練習答案的方式來學習。師生利用每週四堂英語課的前15分鐘來進行英語聽力合作學習，經過了約12週的教學後，兩組皆接受聽力焦慮量表的後測，及南一書局出版的聽力測驗。量表及測驗皆以獨立樣本t檢定來進行統計分析，研究結果顯示：實驗組和對照組相較之下，聽力焦慮降低的程度達到顯著差異；而聽力能力的部分，雖然實驗組比對照組在測驗分數上有進步，但進步幅度有限，未能達到顯著差異。除此之外，訪談問卷中的質性資料亦支持了量化結果。本研究冀希成為對於有意利用合作學習教學模式來教聽力的老師，在降低聽力焦慮和提升聽力能力上，一個教學上的參考。最後，研究者根據實驗的過程及結果，對未來合作學習或是聽力教學的研究，提出需要避免的情形及一些可進行的研究方向。 / This study is mainly to explore if the mode of cooperative learning can reduce junior high school students’ listening anxiety and promote their listening comprehension ability. The participants in this study were junior high school students from northern Taiwan. They were chosen from two homogeneous classes formulated by the normal s-style distribution. Two classes, decided as the control group and the experimental group, were the same in number, gender, background, listening anxiety as well as the listening comprehension ability. The control group was treated with the traditional mode of teaching listening: Students listened and wrote down their answers; the teacher gave answers and explanations. The experimental group was treated with the mode of cooperative learning: After students finished their listening practices, they exchanged notes and discussed answers by themselves. The initial fifteen minutes in every English class were employed to process the learning of cooperative learning four times a week. After twelve weeks, students in the two groups took the post-test of Foreign Language Listening Anxiety Scale and the listening comprehension test issued by Nan I Book Enterprise. Both instruments were measured by an independent-samples t-test. The result showed that the significant differences were attained in the listening anxiety. Nevertheless, the significant differences were not attained in the listening comprehension ability though the average score of the experimental group was higher than that of the control group. Besides, the qualitative data from the questionnaire also sustain the quantitative results. Hopefully, this study can serve as a reference for those teachers who would like to teach English listening comprehension by the mode of cooperative learning. Eventually, the researcher provided some directions to follow and some awkward situations to avoid for future studies based on the experimental process and results in this study.

本研究旨在探討如何設計以建構主義為基礎的網際網路合作學習環境，以研發二次函數網際網路課程，並藉由實驗研究法分析在網際網路合作學習情境中，不同的學習型態與認知風格對於學習成效之影響，最後以質性研究法探討學生合作互動歷程之認知模式及相關影響因素，並分析學生學習二次函數易犯之錯誤類型。 本研究使用之研究方法包括學習軟體研發、實驗研究法、問卷調查法、晤談法、及內容分析法。研究者首先研發及評量「二次函數網際網路課程」，並隨機選擇國民中學二年級學生60名為研究對象，依學習型態及學生認知風格分成內控單獨組、外控單獨組、內控合作組、外控合作組、內外控混合合作組等五組進行教學實驗。俟教學實驗後進行紙筆測驗、問卷調查、及晤談，研究者並搜集學生在電子白板上的對話進行內容分析。根據研究結果分析，本研究主要之結論如下： 一、網際網路合作學習環境有助於學生學習數學二次函數概念在網際網路合作學習環境中，提供合作的視覺學習環境，協助學習者多重轉化代數表徵成為幾何表徵的動態網頁，使學習者在不同條件脈絡中進行比較、反思，以了解二次函數中代數與幾何的關係，已有具體的教學成效。 二、 在網路學習環中，不同認知風格的學生在個別學習效果上有差異存在在網際網路個別學習環境中，內控組的學習成效顯著優於外控組。即在網際網路學習環境中，採用個別學習策略，具外控取向特質的學習者，學習成效不佳；而具內控取向特質的學習者，有較佳的學習成效。 三、在網路學習環境中，不同認知風格的學生在合作學習效果上未有顯著差異存在在網際網路合作學習環境中，內控合作組、外控合作組、及內外控混合合作組的學習成效無顯著差異。研究顯示透過合作學習可提升外控取向學習者的學習成效，淡化認知風格對學習者的影響。 四、 網際網路合作學習互動歷程為個人建構、群體澄清、知識重構、群體重構的認知改變模式在網際網路合作學習互動歷程中，個人先形成自我的知識概念，並將個人建構的基模公開呈現與他人分享，當個體的認知概念間產生差異時，合作群體間即產生質疑，並提出澄清，經澄清後合作群體彼此協商，重構知識、統合意見並產生共識，即成為合作小組的認知概念。 五、 同儕模式的網際網路合作學習方式缺少高支持性鷹架結構以同儕為基礎的網際網路合作學習環境中，因學生的先備知識不足及溝通技巧的缺乏，容易產生錯誤概念的學習及習得片斷的知識。是以，針對年齡小或能力低的學習者所設計的網際網路合作學習課程，教師的參與討論與互動是必要的，以能提供學習者高支持性鷹架結構。 六、 在網際網路合作學習環境的互動歷程中，外控取向學習者佈題的行為多於內控取向學習者研究中發現外控取向學習者佈題的行為多於內控取向學習者，內控取向學習者解題的行為多於外控取向學習者。 根據研究結果，本研究提出下列建議，以供教學者、教學媒體設計者、教育行政單位、及後續研究者之參考： 一、應整合學科專家、教育專家、電腦網路程式設計師、美術專業人士以研發更符合學習者需求的網路課程。 二、宜針對學習者特性提供不同的網路教學策略，使建構的網際網路課程更符合學習者的需求。 三、在網際網路合作學習環境中，課程設計應以討論情境、分享知識、及解決問題為主，始能提升合作成效。 四、宜訂定網路界面設計標準及評鑑指標，以做為網路課程發展的依據。 五、在網際網路合作學習環境中，教師應適度參與學生的討論活動，提供鷹架支持的功能。 六、應加強國家整體網路基礎建設，使能改善網路教學品質，提高學習成效。 / The Purpose of this study is threefold.　One is to explore how to design a quadratic function internet curriculum in the internet computer-based collaborative learning environment, based on constructivism. Second, learning effects of different learning styles and cognitive styles in the internet collaborative learning context are analyzed through empirical research methods. Third, the students' cognitive modes and other relative factors in the collaborative learning interaction process, as well as the students' frequent error types in learning quadratic functions, are identified and analyzed through qualitative research methods. The research methods adopted in this study include the development of learning software, empirical research methods, questionnaires, interviews, and content analysis. The researcher first developed and assessed the "internet curriculum of quadratic functions", and selected 60 second graders of a junior high school as research subjects, according to the students' learning and cognitive styles, and categorizing them into the group of internal locus of control with individual learning, the group of external locus of control with individual learning, the group of internal locus of control collaborative learning, the group of external locus of control with collaborative learning, and the group of mixing internal-external locus of control with collaborative learning to implement teaching experiments. After the experiments were finished, the research conducted a written test, questionnaire surveys, and interviews. Besides, the students' dialogue data on Bulletin Board System was collected and analyzed. Based on the analysis results of this study, the main conclusionsare as follows: 1. Internet collaborative learning environment facilitates students learning the concepts of quadratic functions. In the environment of the internet collaborative learning, interactive web pages provide visualized collaborative learning context, assist learners to transform algebraic representation into geometric representation, and give learners opportunities to compare and rethink in different conditions about the relations of algebra and geometry in quadratic functions.　All of which have been proved to have concrete learning effects. 2. In the environment of the internet learning, individual learning effect differences exist among students of different cognitive learning styles. In the environment of the internet individual learning, learning effects of the external control group are better than those of the internal control group. In other words, learners with external locus of control, using individual learning strategies do not have good learning effects.　However, learners with internal locus of control have better learning effects. 3. In the environment of the internet learning, there is no significant differences among students with different cognitive styles. In the environment of the internet collaborative learning, the learning effects among the group of internal locus of control collaborative learning, the group of external locus of control with collaborative learning, and the group of mixing internal-external locus of control with collaborative learning show no significant differences.　This study shows collaborative learning help improve the learning effects of learners with external locus of control, and ease the impacts of cognitive styles on learners. 4. The interaction process of the internet collaborative learning is a cognitive revolution of individual construction, group clarification, knowledge reconstruction, and group reconstruction. In the interaction process of the internet collaborative learning, individuals form self knowledge concepts, and shares their self-constructed sckema with other people. When individual cognitive differences occur, there will be questioning, clarifying, negotiating, reconstructing the knowledge, integratingopinions, and reaching common agreements, which will become the cognitive concepts of the collaborative group. 5. Peer collaborative learning on the internet lacks highly-supportive scaffolding structures. In the context of peer collaborative internet learning, it is easy for students to learn incorrect concepts and incomplete knowledge content, owning to their insufficient prior knowledge and communication skills. Therefore, in designing the internet collaborative learning curriculum for young or incompetent learners, it is a must to involve the teachers to join the discussion and interaction, in order to provide learners highly-supportive scaffolding structures. 6. In the interaction process of the internet collaborative learning, learners with external locus of control have more problem posing behaviors than those with internal locus of control. The study finds that learners with external locus of control have more problem posing behaviors than those with internal locus of control. On the other hand, learners with internal locus of control have more problem solving behaviors than those with external locus of control. Based on the research results, this study proposes the following suggestion for the reference of teachers, educational media designers, education admonitions, and future researchers: 1. Discipline experts, education experts, internet engineers, computer programmers, art designers should cooperate to develop the internet curricula which meet learners' needs more perfectly. 2. Different internet teaching strategies should be provided based on learners' characteristics, in order to make the constructed internet curricula meet learners' needs more perfectly. 3. In the environment of internet collaborative learning, syllabus design should be mainly on discussing situations, sharing knowledge, and solving problems, in order to facilitate collaboration effects. 4. It is better to set the internet interface design standards and evaluation indexes to provide a basis for the internet curricular development. 5. In the environment of the internet collaborative learning, teachers should attend students' discussions when needed, functioning as scaffolding support. 6. National Information Infrastructure should be improved to have higher internet learning quality and thus to enhance learning effects.

現代科技日新月異，學習者隨時隨地都可以利用簡單的設備連上網路取得檔案文件與網頁等數位資訊。也因此我們需要一種工具與機制來幫助學習者使用得到的數位資訊，精確的記錄個人的意見與知識，並且創造一個方便的訊息交換機制支援學習者之間的互動，進而促進個人與團體的知識成長。傳統的筆記主要功能是幫助個人的學習，記錄所習得的知識與心得，並且使個人得以瞭解自己的學習狀況以改善學習策略。而在資訊化的時代註記可以讓人們針對某些特定資源記錄任何個人意見，與其他使用者透過網際網路的連結進行意見交流及知識分享。本研究設計一種同時支援個人自我調整學習與團體合作學習的註記系統，以解決此一需求。 我們發現有些文件並不允許使用者修改其內容，因此無法直接在上面添加註記，或是有些資訊媒介本身並不支援註記呈現的功能，在這種情境之下，常見的作法便是選擇將文件與註記分開儲存，在不修改原始文件的情況下進行註記，並且在瀏覽的時候將兩者暫時結合呈現。此一模式解決了使用者無權編輯文件的問題，但是採用註記與文件分開儲存的策略在文件遭到修改時容易產生註記定位上的混淆，註記很可能會呈現在不正確的位置或是直接造成註記系統的執行錯誤，這是我們急需解決的問題。 本研究先對個人調整學習、合作學習與知識分享等文獻進行分析，並且參考現存註記系統的建置模式與註記重定位策略，建置一個可以支援個人與團體使用的註記系統，系統採用註記與文件分開儲存的模式使註記得以獨立於文件檔案之外，並且具備了同步與非同步的溝通機制，使用者可與他人即時交換文字資訊並且分享註記畫面。除此之外，本研究也設計了一種有效的註記重定位策略，可以在文章經過修改之後將註記重新正確顯示，並且在雛型系統上實作以驗證其可行性與正確性。

本篇研究屬於行動研究，在「資訊融入教學」的口號下，利用moodle 系統 建立「十年數木百年數人」教學平台，配合高中數學課程提供線上輔助學習資料， 並搭配討論區之方式輔助學習。 然而同學們的使用率不高，線上學習的成效不彰，無法達到預期的功效。經 過文獻探討的過程，考量線上學習之特性及各種線上學習理論基礎，決定以合作 學習為基礎，遊戲學習為導向，取法即時戰略遊戲之特性，規劃教學策略，設計 一個可以跨班級合作學習的競賽搶答系統，藉以取代平時測驗的教學機制。 在2007 年3~4 月期間，對研究者所任教之台北市立陽明高中一年四班、一 年五班、一年六班進行實驗，藉由實驗法與問卷法驗證此教學策略之教學成效， 結果顯示： 一、客觀成績無法證明線上競賽搶答的教學設計優於傳統利用小考的教學設 計，故得到此跨班級的競賽合作學習方式無法提升成績的結論。然而對 教師而言，可以彌補因經驗上的不足所造成的學習成效差距。。 二、跨班級的競賽合作學習方式無法改變學生的自我學科能力認知。 三、對於程度中上的學生而言，線上學習(課業輔導模式)是較不被接受的。 四、跨班級的競賽合作學習方式無法改變學生的學習態度。 五、此跨班級的競賽合作學習方式可以提升合作學習風氣。

為驗證國外發展漸趨成熟的合作學習法於國內小學班級教學情境中的適用 性，本研究旨在探討國小班級分組合作學習對學生學習表現的影響，釐清 分組合作學習中團體獎勵的效果。 本研究以國小四年級三班144位學生及五年級三班139位學生為對象，進行兩項為期四週之實地教學實驗，分別考驗四項主要研究假設。實驗所得資料經單因子變異數分析、單因子多變量共變數分析、二因子多變量共變數分析、多元迴歸及路徑分析等統計方法，考驗研究假設，結果發現： 1.班級分組合作學習對國小學生互動表現有顯著影響，對學習動機與學習成就表現無顯著影響；2.國小班級實施分組合作學習與學生「性別」、「焦慮」、「成就」、「控制信念」、「合作偏好」等特質對學習動機表現的影響，除「成就」特質外，餘皆無顯著交互作用存在；3.國小班級實施分組合作學習與學生五種特質對學生學習成就表現的影響無顯著交互作用存在；4.競爭與合作團體獎勵結構在國小班級分組教學中對學生互動、學習動機及學習成就表現無顯著影響；5.在使用團體獎勵的分組教學中，團體獎勵的作用主要係由小組的互動、成就預期與專注學習之學習動機的路徑，再影響學習成就表現。 綜合文獻探討的結果、實驗假設考驗及其他資料分析之主要發現，本研究獲致五項結論： 1.國小班級分組合作學習對改善學生學習表現具有一定程度的積極效果； 2.國小班級分組合作學習與學生個人特質影響學習表現之交互作用仍不明顯； 3.在國小班級分組合作學習中，團體互動經驗是影響學生學習表現的關鍵； 4.在國小班級分組合作學習中，運用合作與競爭團體獎勵結構對對學生學習表現無顯著積極的影響。 5.在國小班級分組合作學習中，團體獎勵結果對學生學習表現的影響重於團體獎勵結構。 根據研究結論，本研究從分組合作學習在國小班級教學的應用策略、國小教師運用分組合作學習能力的充實、以及未來研究方向等三方面，提出研究建議，做為應用分組合作學習提昇國小班級教學品質，以及未來研究發展之參考。

資訊科技對學習引發了全面性的變革，網路無遠弗屆、快速便利的特性，更使得網路學習、線上學習、數位學習等利用網路與資訊科技的結合的學習方式為大家所重視。未來邁入知識經濟後，人們更需要不斷的學習來提昇自己的競爭力，透過學習獲取知識。資訊科技與網路的結合，為數位學習帶來許多的優勢與好處，但是雖然數位學習的網站很多，大多數仍無法達到如傳統學習的學習效果，學習者通常瀏覽過一兩次後，便失去學習的興趣，因此數位學習系統仍缺乏整合性的規劃與開發。 　　目前網路上許多的數位學習系統提供的互動機制不足，學習者缺乏人際互動的工具與活動，除此之外，許多互動工具無法得到參與學習的使用者之青睞，學習者甚少使用，如同虛設。因此本篇論文企圖設計出一套整合性與互動的數位學習之設計，解決目前網路學習在互動中所遭遇的瓶頸。 　　本研究從適性學習(Adaptive Learning)、合作學習(Collaborative and Cooperative Learning)與建構學習(Constructive Learning)三方面進行設計，互動機制可以達到此三個目的，進一步讓系統可以支援達成合作學習與建構學習的活動設計。 / Information technology and Internet technology have brought the revolution of learning, training and education. The knowledge economy in the 21st century has made the knowledge become the most important critical success factor. We must continuously learn in order to maintain the competitive advantage. Many corporations and educational institutions have developed their own e-Learning web sites. Because the lack of adequate interactive mechanisms, most of them cannot provide the efficient and effective learning results. Our research aims to develop an interaction-centric e-Learning design and implementation. Based on the adaptive learning, collaborative and cooperative learning, constructive learning concepts, we design an integrated interaction-centric model to develop a set of toolbox to enhance the interactive activities of e-Learning.

為協助學生發展更主動與合作的學習方式，透過「學習社群」(learning community)以共構知識，本研究運用以知識翻新（knowledge-building）（Scardamalia, 2002）理念為基礎所建立的數位學習環境—知識論壇（Knowledge Forum）—進行教學。研究目的主要在於探究學生如何透過數位學習平台以進行合作學習、並共構自然科學史知識。研究對象為修習自然科學基礎課程的大學生（N=42）。教學目標主要在幫助學生瞭解自然科學的內涵與歷史發展，並希望藉由知識分享與共構活動讓學生在平台上合作建構科學史。資料來源主要為：（1）授課教師和學生在知識論壇平台上的活動紀錄；（2）學生在知識論壇平台上的貼文與討論；（3）學生共構的科學故事；以及（4）學生對自我學習歷程的期末反思。資料分析主要透過：（1）描述統計—以計算學生在平台上所共構的科學史故事數目貼文數、回文數、與文章閱讀百分比等；（2）內容分析法—以分析教師如何營造知識翻新環境和學生如何發展對科學理論的理解；以及（3）史皮爾曼等級相關分析—以瞭解學生在知識論壇上的活動情形與期末反思強度間之相關性。研究結果發現：（1）以知識翻新原則為取向的課程設計有助於促進學生主動學習；（2）學習社群集體共構科學史可以促進學習者以較宏觀的視野看待科學史；（3）提供合作學習與知識翻新環境(即知識論壇平台)能有效幫助學習者共負集體合作的責任；以及（4）使用知識論壇平台有助於學習者進行更有效益的集體知識建構活動。本研究根據研究結果提出以下幾點建議以供未來有興趣進行知識創新教學的教師之參考：（1）教師應適當採用彈性的課程設計、同時避免過度使用傳統劇本式教學，以培養學生主動學習的習慣；（2）教師應讓學生學習如何面對較彈性、多元的學習內容，使其對某一學習主題可以有機會做更深層的理解；（3）教師應為學生營造知識共構的學習環境，協助學習者創建集體知識；以及（4）教師應善用電腦支援合作學習環境的相關工具以協助學習者進行知識共構與翻新。