共一冊，約三萬字，分五章： 第一章 緒論 第一節 科學教育的意義及研究範圍 第二節 科學教育的研究方法 第三節 本文研究目的 第二章 文獻探討 第一節 認知發展與數理科學業成就之關係 第二節 學習環境與數理科學業成就之關係 第三節 性別、家長、職業及教育程度與數理科學業成就之關係 第三章 方法 第四章 結果 第五章 討論 本研究目的在探討認知發展、學習環境與數理科學業成就之關係，以國中二年級學生 約四百名為受試者。每人接受三種測驗，即皮亞傑認知發展紙筆測驗、學習環境量表 、國中成就測驗（數學、物理、化學三科）。用階梯式迴歸分析，以認知發展、學習 環境來預測其成就測驗成績。

綜觀歷年來多篇的空間環境與學習之相關研究，可以了解學習會直接與間接的受到外在環境的影響。因此學校建築空間甚至是校園創意設計若規劃完善，不僅是安全、舒適的學習環境，本身更是一套豐富且吸引人的教材，能夠激發幼兒的學習興趣與動力。幼稚園是學前階段的幼兒除了家庭以外接觸時間最長的地方，整體空間與情境的設計，應具活潑生動、自由開放的學習氣氛，這皆有助於幼兒發展想像力與創造力。 本研究目的旨在發現臺灣地區之公立專設幼稚園在校園創意設計上的表現情形，並探討這些公立專設幼稚園在校園創意設計規劃的現況，試擬具體之建議，希望能提供國內幼教經營者及教師在幼稚園校園創意設計與規畫時之參考。 本研究調查對象為臺灣地區14所公立專設幼稚園，訪談對象為該園所的園長及兩位教師，共計12位園長（臺南市三所幼稚園為同一位園長）及28位教師。實地觀察各幼稚園校園創意設計的表現情形，並訪問園長及教師對該園校園創意設計的意見與想法，以對校園創意設計規劃歷程進行了解。在資料分析上，觀察與訪談主要以描述性的方式記錄，校園創意設計的運用情形使用次數分配及皮爾森相關係數進行分析。 本研究結果如下： 一、幼稚園校園創意設計求新、求變原則最容易施作表現最多；求精原則 若妥善保存及維護，則將成為具價值性之教育設施；求進原則融入課 程與教學掌握得當；求絕與求妙原則表現較少，若能掌握要訣，則可 節省經費、增益設施功能。 二、校園創意設計的規劃理念與原則，強調自然豐富的教育環境，依園所 的物理條件進行規劃，重視安全性、教育性、多元性、多用性，並達 到節約資源的效果。 三、校園創意設計在園舍建築等硬體上主要由建築師決定，園長及教師表 達需求、參與討論，園內的校園創意設計主要由園長及教師設計，幼 兒主要參與班級空間及與課程相關的作品上。 四、園長及教師對校園創意設計規劃時的建議，面臨困境轉換正面的想 法，持續的思考與相互觀摩，考量幼兒的發展與需求則相信能造就園 所特有的創意設計特色。 最後依據本研究結果的分析與結論，對於教育當局、幼稚園及後續的研究者提出具體建議以茲參考。 / After making a comprehensive survey of learning environment, we can come to the conclusion that the external environment will influence learning conditions through direct and indirect ways. That is, if it plans well in school environment or school creative design, not only a safe and comfortable learning space it will be, but also a unit of abounding and attractive teaching materials. It can help young children develop their interests and enthusiasm. Kindergarten is, undoubtedly, the place that young children in preschool stage spend almost the most time to stay, if the family part is excluded. Therefore, the atmosphere of overall environment design should be active, colorful and free so that it will be helpful to develop children’s imagination and creativity. The purpose of the research is to probe into the recent situation of school creative design in independent public kindergartens in Taiwan. Ultimately, the researcher provides some suggestions to preschool workers and teachers as reference while they carry school creative design into execution after all. In this study, 12 kindergarten directors (3 kindergartens in Tainan were the same one) and 28 teachers of 14 independent public kindergartens would be interviewed and inquired about the concepts, ideas and feelings about school creative design of their kindergartens, to obtain a complete personal conceptions of school creative design. In data analysis, the data of observation and interview is recorded descriptively mainly. The statistics is gathered by calculating the numbers of how each school matches the principle of school creative design, and Pearson’s correlations coefficient is used as well to analyze the relationship between each principle, the category in campus, and kindergarten background items. The research results are listed as follows: 1. In the application of school creative design in independent public kindergartens, the principle of innovation is much easier to practice, so the statistics results are much higher than others. The principle of variety has better performance by holding the characteristic of adding or transferring the function. If the principle of elegance has a well policies of maintenances to keep and maintain, that will be valuable education facilities. The principle of improvement get well done by space or facilities to enter teaching and course. The principle of excellence and delicacy perform less in this study. After all, if policy makers take notice of the action points above, it will not only save money, but contribute to the function of facilities. 2. The concepts and principles of school creative design is to design the kindergarten in accordance with conditions of geographical and material features, attach importance of safety, education, variety, multi-function, and achieve the effect of resources economizing after all. The ultimate purpose is to provide a natural and abounding education environment. 3. The school buildings of school creative design are decided by the architect for the most part, kindergarten directors and teachers also express their need, and participate in discussion. Inside the kindergarten, learning environment of school creative design is planed mainly by the directors and teachers, while children mainly participate in classroom, hallway of class space, and works related to the courses. 4. That kindergarten directors and teachers’ suggestions for school creative design, communicating with each other while under difficulties, continuous thinking and learning from others. taking account of the development and need of young children is believed to create their features of individual school creative design. After all, according to the analysis and results of the study, some suggestions are offered to educational authorities, kindergartens, directors, teachers, and those who go further studies.

本研究旨在編製「知識創新學習環境量表」，以瞭解學習環境中知識創新氛圍的程度。透過三個獨立樣本A、B及C，分別進行探索性因素分析、驗證性因素分析及複核效化分析。樣本A（332人）以探索性因素分析獲得因素成份，結果顯示此份量表有三個因素，分別命名為「想法因素」、「自主學習者因素」及「社群因素」。其次，透過建立本量表的一系列競爭模式，以樣本B（536人）進行驗證性因素分析之評鑑，結果顯示二階單因素模式為最簡效模式，並且量表具有良好之信、效度。而樣本C（536人）則作為複核效化之分析，結果顯示二階單因素模式具有穩定性與預測力。希冀本量表能提供相關單位做為教學及研究之應用。 / The purpose of this study was to develop the Knowledge Building Environment Scale (KBES). Three independent samples was used to validte the reliability and validity of the scale. Firstly, sample A (n=332) was used to generate the factors through exploratory factor analysis. It resulted in a scale of three factors which contains ‘idea’ factor, ‘agent’ factor and ‘community’ factor. Secondly, a series of competing models was established and evaluated by confirmatory factor analysis through sample B (n=536). Comparing with several competing models, hierarchical model was found to be the most efficient model with good reliability and validity. Finally, the cross-validation was tested by sample C (n=536) for hierarchical model to confirm the stability and predictive power of this model. The KBES can provide relevant institutions as a tool for evaluating learning environments.

傳統作品導向(product-oriented)英文寫作教學重結果、輕過程，加上傳統學習環境多以教師為中心，重講述、少建構，不僅容易限制寫作內容的創意展現與發展，同時，學生在學習上亦容易處於一個被動獲知的角色。知識翻新理論中的知識建構歷程與想法創化環境，則提供了英文教師與學習者一個另類的教學設計原則以及學習環境感受。因此，研究者希冀能透過知識翻新教學理論之原理原則，設計出一套適用於高中生的英文寫作活動，幫助學生產出想法、發揮創意、提升寫作品質。有鑑於此，本研究旨在探討結合電腦輔助平台（即知識論壇）之知識翻新教學活動對高中生學習環境感知與英文寫作表現之影響。研究方法採個案研究法，研究對象為39名高二文組班學生。 　　本研究除了探討知識翻新活動對學生學習環境感知與英文作文寫作表現的差異情形之外，更進一步探討學生於構思階段寫作想法的轉變歷程以及教師在進行教學時的反思情形。本研究的資料來源包括：（1）知識創新學習環境問卷；（2）英文寫作成品；（3）構思活動記錄；（4）開放式問卷；（5）教師教學反思記錄。上述資料分析採量化的成對樣本t檢定、Pearson相關、描述性統計、獨立樣本t檢定、與單因子變異數等統計分析以及質性的內容分析，藉以瞭解學生對知識翻新創意氛圍的感知情形與英文寫作表現，以及以知識翻新原則導向的想法演變歷程與教學反思情形。 　　研究結果顯示：（1）知識翻新有助於提升學生的創意氛圍感知；（2）知識翻新英文寫作活動能提升學生的寫作的內容與表現能力；（3）以知識翻新理論為基礎所設計的英文寫作構思活動，能促使學生發想與精進寫作的想法；（4）知識翻新原則取向所進行的教師教學反思，能幫助教師改進與調整其教學信念與教學模式。最後，根據研究結果，本研究提出相關討論與建議，以供後續英文寫作教學及研究之參考。 / Traditional product-oriented English Composition pedagogy tends to focus on the writing results but not the writing processes. Accordingly, traditional learning environment also tends to be teacher-centered, emphasizing teacher’s lectures rather than students’ knowledge construction. Such pedagogy and environment not only restrain students’ development of creativities, but also turn students into passive learners. In contrast, the emphasis of a process of knowledge construction and idea development in a knowledge building environment has provided teachers and students an innovative pedagogy and an alternative learning environment. Therefore, the researcher in this study decided to employ the principle-based knowledge building theory to design more suitable English composition activities, in order to help students learn how to generate writing ideas, develop creative writing capacity, and eventually improve the quality of their English composition. As such, the purpose of this study was to investigate the effects of computer-supported knowledge building activities on high school students’ perception of learning environment and English writing performance. To this end, this research employed a case study and the participants were 39 second grade high school students. In addition to understanding how students perceived their learning environment and advance their English composition performance, this study further discussed the process and the transformation of writing ideas in three different stages and the condition of teacher reflection during the teaching. The data of this study mainly came from: (1) a knowledge building environment scale; (2) students’ English composition works; (3) the records produced during three ideas generation stages; and (4) the teacher’s teaching reflection. Quantitative and qualitative measures were applied in this study, and data were analyzed through paired-samples t tests, Pearson's product moment coefficient, descriptive statistics, independent-sample t test, one way ANOVA, and content analysis. The main findings were as follow: (1) knowledge building activities improved students’ perception of learning environment; (2) English composition activities which were based on knowledge building theory were able to advance students’ writing contents and performance; (3) brainstorming activities assisted students in idea generation, idea improvement, and idea synthesis; (4) teaching reflection affected teacher’s teaching beliefs (from cognitivism to constructivism) and teaching models (from teacher-centered to student-centered). Based on the results, some suggestions and implications were discussed.

根據美國訓練發展協會2006年針對一些全球布局的的標竿大型機構所做的企業訓練調查結果顯示，運用科技辦理訓練的百分比已由1999年的14﹪逐年遞增至2005年的37﹪，而且預測未來訓練以科技方式傳遞的百分比將益形提升。由此觀之，數位學習不只是全球網路科技化之產物，未來政府人力培訓方向除因應國際化潮流外，更應結合數位學習落實於人力資源發展相關策略及作法。因此欲藉由探討公部門訓練機構推動作法，暸解相關推動策略，並透過個案研究，瞭解研習中心相關的推動策略及相關衍生問題。 本研究以公部門訓練機構推動數位學習策略，作為實證研究標的，並擇定地方行政研習中心作為主要研究對象。而本研究不同於國內數位學習相關研究，其研究對象大多集中於企業界及學校之應用推廣，或以企業學校推動內部單位數位學習為研究標的，或以使用者滿意度、網站平台功能面為研究取向，有關公部門訓練機構推動數位學習層面甚少著墨。而本研究之範圍主要探討研習中心對外推動數位學習之策略應用層面，而非在於學員認知感受、學習平台功能取向、技術層面等。 因此，本研究將透過過國內外文獻檢閱，試圖找尋歸納出推動數位學習的關鍵因素，並透過問卷方式調查行政院所屬13個公務人員訓練機構推動數位學習情形，並藉由個案研究深入探討研習中心推動公務人員數位學習策略，並針對其推動過程中影響的構面進行分析，最後再彙整推動策略可能遭遇的困難與解決方式，提出相關建議事項，以供其他公部門訓練機構作為推動參考。故本研究的目的為： 一、透過文獻檢閱瞭解數位學習意義內涵，並蒐集與調查目前國內外推動數位 學習情形、運用於公務人力培訓現況及推動的關鍵因素。 二、調查分析目前行政院所屬13個公務人員訓練機構推動推動數位學習情形 及對於推動關鍵因素之認知。 三、藉由個案研究及深入訪談，探討地方行政研習中心推動地方政府數位學習 之現況、實施策略及執行窒礙，並加以診斷其原因。 四、提出增進地方行政研習中心推動數位學習成效之具體建議，作為公部門訓 練機構推動參考。

近年來台灣政府積極推動「營造英語生活環境行動方案」，再加上「國小英語課程」的實施，使得國小校園中充斥各種英語印刷文字佈置。本研究旨在了解這些校園英語環境印刷文字佈置之設計與成效及如何有效運用這些英語教學資源。 本研究對象來自於台北縣一國小九位教職員(其中包括四位行政人員和五位英語教師)以及622位三到六年級的學童。資料收集主要來源為訪談及問卷。收集的資料(主要採用描述性統計及卡方檢定)分別進行分析比較。 本研究主要的發現如下: 1.校園英語環境印刷文字佈置設計規劃主要由教育主管機關以及學校行政人員決定和負責。 2.英語教師參與校園英語環境印刷文字佈置設計規劃的程度會影響她們是否使用這些英文印刷文字進行教學的意願。 3.80%以上的受訪學生都注意到校園中的英語環境印刷文字佈置，也顯示高度的學習意願。但是由於多數英語教師未使用這些英語環境印刷文字於教學，這些校園英語環境印刷文字佈置對於學生英語學習幫助不明顯。 4.大部分的受訪者贊同校園中英語環境印刷文字佈置的必要性，並提出建議。 本研究有助於初步瞭解校園中英語環境印刷文字佈置的設計使用情形和成效。文末作者進一步提供英語環境印刷文字佈置設計和應用之相關建議，作為未來校園英語環境印刷文字佈置設計之參考。 / In Taiwan, with the policy of creating an English-friendly environment and new elementary school English curriculum, different kinds of environmental print (EP) such as English signs and English learning related posters can be seen in nearly every elementary school. It is important to have a clear idea about the effectiveness of elementary school’s environmental print (ESEP) and how to make use of ESEP. The purpose of the present study is to investigate the design of the ESEP and its effect in language learning and teaching. Participants of the study were nine school staff and 622 students sampled from the third grade to the sixth grade in one elementary school in Taipei county. Two sets of interviews and questionnaires were employed to collect data. Both qualitative analysis of interviews and quantitative statistical analysis (descriptive statistics focusing on frequency and percentage examination, and chi-square test) of the questionnaire were employed. The major findings are summarized as follows. First, the design of ESEP is primarily a top-down process. The educational authority and the school’s administrative staff directed the design of ESEP. Second, the degree of the involvement of the design of ESEP influenced English teachers’ willingness to conduct ESEP instruction. Third, more than 80% of the students noticed the existence of ESPE and showed high interest in learning about ESEP. However, without English teachers’ instruction, the effectiveness of ESEP in students’ language learning was not obvious. Fourth, most participants appreciated the existence of ESEP, and they gave suggestions for future ESEP development. Finally, some implications and suggestions for future research were discussed.

本研究之目的在探討台灣國中課室中英語教師動機策略應用的情形，此研究調查學生和老師雙方面對於在課堂中動機策略使用頻率的感知，比較其中差異。很少研究同時參考雙方面的意見，本研究透過問卷的方式詢問老師使用動機策略的頻率，也詢問學生對於相同教師策略使用頻率的感受，目的在找出何種動機策略最常被使用，也最常被學生體驗到。另一個目的是要收集學生對於課室內動機策略的觀點，以瞭解在學生的觀點中，哪些策略可以有效提升他們學習興趣。問卷收集樣本共有老師135人，學生216人。另外，研究者還進行了10堂課的課室觀察，期以觀察所得的資料與師生填寫的問卷資料做對照。 研究結果顯示，學生和老師大致上對使用頻率較高的策略有共識。在48個動機策略當中，老師和學生對各項的排序幾乎相同。前幾名分別是適當的教師行為、辨別出學生的努力、適當地呈現教學任務、提升學習者的自我信心、創造愉悅的教室氣氛等。但是程度上老師表示的和學生體認到的卻大不相同，以T檢定比較學生和教師問卷，發現大部分項目都達顯著性差異，教師表示使用的頻率高，但學生體驗到的頻率卻相對較低。在課室觀察的資料中，發現最常被觀察到教師使用的動機策略為：呈現教學工作、提供回饋、教師行為、提升學習者自主性，和提升與第二語言相關的價值，可能因為這些外顯行為的項目較其他容易被實際地觀察到。 此外，比較學生對不同策略重要性的看法問卷當中也指出，學生對於動機策略的想法的確和老師報導的使用頻率不相同。學生對重要性前幾項依序為：提升學習者的自主性、創造愉悅的教室氣氛、辨別學生的努力、適當的教師行為，和提升學習者的自信心。特別在提升學習者的自主性這個類別裡，老師和學生的看法就很不一樣。老師們最少使用這個類別的策略，但是學生卻認為這些是最有效於提升他們對學習語言動機的策略。 / The purpose of the present study is to find out the use of motivational strategies in secondary EFL settings in Taiwan. Questionnaires were sent to inquire teachers’ reported use and students’ perception of such use of motivational strategies. Few studies have included questionnaire results from both students and teachers. The present study elicited answers from both parties to find out which motivational strategies were frequently used by teachers and which were perceived by learners in the foreign language classroom. Another purpose is to collect data from students about their opinion on the importance of various motivational strategies used in the classroom. The number of teacher sample is 135, and the number of students is 216. Besides, ten classroom observations were conducted by the researcher in order to complement self-reported questionnaire data. The results of this study revealed that students and teachers generally agree on which motivational strategies were frequently used in class. The rank order of teachers and students were almost the same. The top ones, in the order of frequency, were proper teacher behavior, recognizing students’ effort, presenting tasks properly, promoting learners’ self-confidence, and creating a pleasant classroom climate. However, the frequency as reported by teachers and stated by students was very different. The data collected from teachers and students was examined by performing an independent sample t-test, and the result indicated that difference between them was statistically significant. Teachers reported that they frequently used the strategies, but students didn’t experience those strategies as frequently as teachers reported using. In the data collected from classroom observation, the most observable and frequently used strategies were: presenting tasks properly, providing feedback, teacher behavior, promoting learner autonomy, and promoting L2-related values. The fact that these domains appeared to be more prominent in the observation data may probably be associated with the nature of their being more observable. In addition, the result from the student questionnaire asking about students’ expectation toward the motivational strategies also indicated that students’ perceived importance of them was different from teachers’ reported frequency of use. The rank-order of the ten clusters of students’ expectation were: promoting learner autonomy, creating a pleasant classroom climate, recognizing students’ effort, proper teacher behavior, and promoting learners’ self-confidence. As to the conceptual domain of “promoting learning autonomy”, it is viewed very differently by teachers and students. Teachers put this one on the last place, but students regarded this domain as the most effective strategy in promoting their motivation toward language learning.

University of Macau / Faculty of Education

本文以敘事研究的方式，透過深入訪談，探討一位台灣語言學習者的自主動能（learner agency）與其學習環境之互動。經由敘事訪談（narrative interview）、開放式訪談、半結構訪談以及分析受訪者社群網站發表之文章，本論文意圖呈現台灣語言學習者在不同學習環境中如何表現自主動能。 本研究以受訪者Erin出國留學為分界，共三個階段：第一階段為受訪者出國前（2014/08/25），以敘事訪談（narrative interview）的方式，Erin完整呈現自我對英語的認知與語言學習歷程之掙扎。第二階段為Erin出國以後，藉由開放式與半結構訪談，描繪出Erin在國外求學的經驗，並更深刻探討過去的語言學習歷程。第三階段為Erin回國後(2015/09/17)，再次以敘事訪談的方式，Erin反思英國求學的經驗以及英語在其人生中扮演的角色。 本研究以vam Lier所提之自主動能的三個特色為分析框架，並推衍出兩項申明：其一，台灣英語學習者在正式的語言學習環境中面臨許多挑戰，但學習者仍有表現自主動能的空間，表現方式包括逃避或拒絕學習；其二，學習者若能沈浸於語言習得的環境（foreign language acquisition environments），極有可能脫離正式語言學習環境的框架而成為一個不同於以往的自己。本研究檢視學習者在不同的學習環境中如何展現自主動能，筆者期望研究結果可提供語言教師看待語言學習者一個新視角。 / Drawing on the concept of learner agency, a narrative inquiry was conducted in order to achieve an in-depth, qualitative understanding of the interplay between a Taiwanese learner's exert of agency and various contexts. The study was developed in three phases, and multiple number of interviews were the main instrument for data collection. The first interview was conducted in August, 2014, before the participant, Erin, headed for England to pursue a Master's degree. The following interviews documented her life experiences abroad and further explored her past language learning history. The final interview was conducted in September, 2015 after she came back to Taiwan, in which she reflected on her overall study abroad experiences and the role of English in her life. The findings delineated Erin's English learning story and her agency domestically and internationally. van Lier's proposal of core features of learner agency was used as the analytic framework to discuss Erin's story, and later two assertions were derived from the discussion: (1) Being an EFL learner in the Taiwanese formal educational context may involve many challenges, but the learner still has room to exercise his or her agency-even though this could mean avoiding or rejecting learning, and (2) Fully engaged in a foreign language environment, the learner is likely to break away from the limitations of formal English learning system. The study delineates a close examination on how the language learner interacted with various contexts and demonstrates several considerations TESOL practitioners can take. Based on the findings and the discussion, pedagogical implications as well as suggestions for future research are also provided at the end of the thesis.

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.