過去的研究中指出反思是影響學習的一項重要因素，而在傳統的教學上，教學者可以透過提問的方式來訓練學習者的反思，但是在戶外教學的研究中比較少看到有人去探討反思的議題，因此本研究在戶外教學中打造一個u-learning的環境並且透過提問的方式來幫助學習者訓練其反思，此外，再加入了學習風格的適性化建立一個適性化反思提問機制來幫助學習者。本研究透過適性化反思提問機制運用在蝴蝶園的生態教學中，實驗對象選定國小五年級兩個班級的學習者。研究結果發現，給予適性化反思提問機制的確能顯著地提昇學習者的反思層次，因此，在戶外教學中建立一個u-learning的環境，並且實施適性化反思提問機制確實對於學習者有明顯的幫助。

Many research have shown that reflection is one of the important factors in the learning process. It is then recommended that teacher should adopt various prompt techniques to promote learners’ reflection ability in traditional classrooms. However, there are still very few studies on how to apply this kind of teaching strategy in outdoor learning environments. Therefore, this study designed an adaptive prompts strategy by matching prompt types with learning styles to improve learners’ reflection levels in an outdoor u-learning environment. We conducted an experiment using the designed and developed learning system in a butterfly ecology garden. Two classes of thirty-nine 5th grade primary school students were involved in the experiment. The result shows that the reflection levels of the learners whose learning styles matched with the appropriate prompt types were higher than that the non-matched group of learners. Therefore, it is evidenced that the designed adaptive reflection prompt system is useful in an outdoor u-learning environment.

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、 研究目的與問題 4
第三節、 研究流程 5
第二章、 文獻探討 7
第一節、 無所不在學習 7
第二節、 反思 9
第三節、 學習風格 12
第四節、 適性化 16
第三章、 研究方法 17
第一節、 研究架構 17
第二節、 研究變數定義與操作 18
第三節、 研究假說 19
第四章、 實驗設計 21
第一節、 實驗設備 21
第二節、 實驗對象 21
第三節、 實驗分組 22
第四節、 實驗地點 22
第五節、 實驗流程 23
第六節、 問卷設計 31
第五章、 結果與討論 35
第一節、 敘述性統計 35
第二節、 假說檢定 36
第三節、 質化訪談結果 47
第四節、 結果與討論 50
第六章、 結論 55
第一節、 研究發現 55
第二節、 研究貢獻 56
第三節、 研究限制 56
第四節、 未來研究 57
參考文獻 59
附錄一、學習風格衡量問卷 64
附錄二、前測反思教材 67
附錄三、蝴蝶先備知識衡量問卷 72
附錄四、開放式問卷(給予個人提示的反思提問) 74
附錄五、開放式問卷(給予小組討論的反思提問) 75
附錄六、學習動機與學習效率問卷(小組討論機制) 76
附錄七、學習動機與學習效率問卷(個人提示機制) 77

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