摘要
網路學習日漸蔚為風潮之際，如何塑造優質的數位學習典範(paradigm)是一項重點。本研究以「知－行－思」為認知過程，探討問題解決平台的學習歷程與意義。問題解決教學平台的學習活動包含四個階段，分別為「認清問題」、「設計方法」、「實際解題」、「省思檢討」，其中每一階段又再分為三項子任務。學習者進入每一個階段之後，都必需依循指引回答子任務中的「問題」或完成子任務中賦予的「作業」，藉由完成作業過程中，從事高層次思考的學習活動。研究結果顯示：1)網路問題解決歷程的通過率呈現遞減的趨勢，其中的原因值得進一步探討。2)問題解決的內在思考歷程應該落實「知－行－思」的實踐，以使學習者獲有真正實際的學習體驗。3)運用網路平台設計教案是一種好的教學策略。4)經由學習平台追蹤學習者的線上學習行為，有助於掌握系統與學習的效果。
並列摘要
In present day, as we can see the explosive growth of web-based learning. It is very important about how to design a high quality e-learning paradigm. In this study, we present a problem-solving instructional e-learning system, based on ”Cognition-Action-Reflection” cognitive process. To provide students with four stages, included to recognize problem, design method, solve problem, reflect on evaluation. Each stage has three tasks. Students follow the tasks and finish all the learning activities through the thinking level. The findings indicate this system could help students practice problem-solving more effectively via the ”Cognition-Action-Reflection” cognitive process. Results show: Using web-based learning system has its contribution to the instructional methodology. Moreover, this system also collected students' learning behaviors which can help to analyze the system itself and students' learning effect.