近年來網路學習蓬勃發展，而反思(reflection)是影響學習的重要因素，因此在網路學習環境下如何促進學習者反思是一個值得探討的議題。本研究旨在探討高層次提問與同儕互評兩種機制對於學習者反思層次、反思態度以及反思意圖之影響。受試者利用本研究所設計之系統進行反思，實驗教材為生物相關內容，依據高層次提問(有給予高層次提問，無給予高層次提問)、同儕互評(無同儕互評，同儕觀摩，同儕回饋)、觀摩(高品質觀摩，低品質觀摩)以及回饋(正向回饋，負向回饋)之不同，區分為十四種情境，共計有157位大學生參與實驗，並且被隨機分配到某一種情境。研究結果發現，有給予學習者高層次提問與有給予高品質觀摩皆可以有效增進反思層次；此外，如果僅給予高品質觀摩，即使在無給予高層次提問的輔助下，學習者反思層次也可以達到和僅給予高層次提問而無搭配高品質觀摩相同的水準。而在給予正向回饋的情況下，則能夠提升學習者的反思態度與反思意圖。

In recent years, E-learning has become more and more popular, and reflection is one of the most important factors that affect learning. Therefore, the issue on how to motivate learners to reflect on web-based learning is worth discussing. Our study use high level prompts and peer assessment to investigate how these two factors influence learners’ reflection level, reflection attitude, and reflection intention. 157 college students were asked to use the system designed in this research, and the experimental learning subject was biology. Fourteen learning situations are presented in this research according to the difference of high level prompts (giving/not giving prompts), peer assessment (no peer assessment, peer observation, and peer feedback), observation (high quality/low quality observation), feedback (positive/negative feedback). The learners were randomly assigned to one situation. The result showed that giving high level prompts and high quality observation can improve learners’ reflection level. If a learner is only given high quality observation, though not given high level prompts, his reflection level is still equal to the one who is given high level prompts but not given high quality observation. The result also showed that if a learner receives positive feedback, his reflection attitude and reflection intention will be higher than the one who receives negative feedback.

論文提要 II
致謝 III
摘要 IV
ABSTRACT V
目錄 VI
表目錄 VIII
圖目錄 X
第一章、緒論 1
第一節、研究背景與動機 1
第二節、研究目的 3
第二章、文獻探討 5
第一節、反思 5
第二節、提問類型 10
第三節、同儕互評 11
第三章、研究方法 15
第一節、研究架構 15
第二節、研究變數定義與操作 17
第三節、研究假說 19
第四章、實驗設計 23
第一節、研究對象 23
第二節、實驗操作 23
第三節、實驗流程 27
第四節、問卷設計 33
第五章、研究資料分析與結果 34
第一節、問卷回收情形 34
第二節、假說檢定 36
第三節、檢定結果彙整 53
第四節、討論 54
第六章、結論 58
第一節、研究發現 58
第二節、研究貢獻 59
第三節、研究限制 60
第四節、未來研究 61
參考文獻 63
附錄、研究設計之觀摩文章 74

知識就是力量叢書編輯小組編輯 (1994)，人體探索，台北，銀禾文化。
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