本研究旨在觀察了解利用電子白板融入英文教學，輔以學習者為中心的教學理念讓國中九年級的學生利用合作學習的機會來完成演示任務的過程。本研究方法採質性研究，採用兩班共選四組十六名九年級學生做為觀察對象，利用課堂觀察，訪談，及教師反思日誌，著重在觀察老師、學生與電子白板三者之間的互動過程，學生學習態度以及老師對於自己教學方式的省思。 經由本研究發現學生能接受新的電子白板教學方式，電子白板的多媒體教材能吸引較低成就學生的學習興趣，進而增加其跟電子白板互動的意願。學生剛開始不能適應學習者為中心的教學法，在團隊合作方面通常都以組長為中心擔負過多工作，有責任分配不均的問題。部分學生只被動地接受組長分派工作，甚至有學生完全沒有參與。進一步分析後發現學生因缺乏相關合作經驗、指導與長期競爭的升學壓力下，在過程中對於此計畫有諸多抱怨，認為本計畫壓縮他們學習時間進而影響之後的升學考試；但是在經過幾次成功完成演示任務後，學生開始產生信心而改變對此教學法的態度。因此雖然電子白板有其缺點，但學生仍對於電子白板融入教學活動保持正面態度。 以研究者同時為教學者的角度而言，有了電子白板教師能方便提供貼近生活的補充教材，設計文法互動遊戲，刺激學生學習意願。然而電子白板也有其缺點，包括尺寸限制、反光、燈光昏暗導致學生上課精神不佳等問題。更重要的是，實施學習者為中心的電子白板教學為身為教師的一大挑戰，教師要轉換身分為學生學習的輔助者、適應並開發電子白板的教學軟體、承受學生們質疑此項計畫的聲音並且在不拖累教學進度下實行本研究，這些在在都成為教師的壓力來源。然而在看到學生的進步及態度的轉變，再加上觀察者的鼓勵及其對於電子白板的教學也產生興趣後，教師也發現電子白板所帶來的改變及其效益而有所改觀。透過本研究同時也發現教師需要更多的資源與協助來完成電子白板的教學。最後，研究者提出相關的建議以作為未來電子白板教學研究的參考。 / The purpose of the study was to investigate the process of utilizing the Interactive Whiteboard (IWB) and the learner-centered instruction and having four groups of sixteen 9th graders, who belonged to two classes, cooperated to accomplish presentation tasks. Grounded in qualitative inquiry, the study used classroom observation, group interviews, and the teacher’s log as the data for analysis. Focusing on the process of interaction between the students and the IWB, the students’ attitudes, and the teachers’ own reflections after implementing the IWB plan. It was found that the students accepted the new IWB instructional plan because of its multimedia teaching material, which facilitated some low achievers’ interests making them willing to interact with the IWB. As for the students’ performances, the researcher found that the students were not used to the learner-centered instruction. The group leaders were usually responsible for the majority of works and caused an unfair share of works among group members. Some students stayed passive and only received the work from their group leaders, and some did not involve in the group activities and presentations at all. After further investigation, it was found that the students were lack of experience and teacher’s guidance. Furthermore, they were long under the competitive educational culture. They thought that doing such cooperative tasks would take up their study time and further affect the effort they make for the high school entrance examination, so they had a lot of complaints during the plan. However, after several times of accomplishing the presentation tasks together, the students started to gain confidence and change their attitudes. Although there were some drawbacks, the students eventually held positive attitudes toward the IWB instructional plan. From the teacher/researcher’s point of view, with the IWB, the teacher could also provide the students with some authentic materials and design some grammar games for the students to learn. However, there were still some disadvantages of the tool, including size limitation, sun reflection, and the dark light which made the students feel sleepy. Most importantly, it was a great challenge for the teacher/researcher to implement the plan. The teacher had to first change her role from a dominator to a facilitator, adjust the program and develop some games from the IWB, implement the plan under the pressure of the students’ complaints while following the school-required teaching schedule in the meantime. Seeing the progress of the students’ performances and their change of attitudes, together with the encouragement of two observers and the other English teachers’ interests in the plan, the teacher/researcher changed her attitudes toward the plan as well. The results of the study suggest that more resources and supports are needed for teachers to achieve the IWB plan. Finally, other suggestions for the IWB instructional plan are provided for further studies.