類比是有效的教學策略，但類比要發生效用，則學生必須能察覺類比物
與目標物間的類比關係，並利用這些類比關係類推學習。Gentner指出，
類比的清晰度與系統性是影響類比學習的兩個重要因素。清晰度是指類比
物與目標物類比關係是否成一對一對應，以及類比關係數目的多寡。系統
性是指類比關係應是由一群彼此相關，能傳達系統性整體目標概念的相似
關係所組成的高階關係(high-order relation)，並且在呈現類比時將此
高階關係詳加描述。
本研究首先對清晰度與系統性做較明確且具體的定義，然後以程式設計中
的巢狀迴圈為類比內容，依類比的清晰度與系統性的不同，設計四組類比
教材，分別探討類比清晰度及系統性與電腦概念學習的關係。本研究以準
實驗研究法進行，受試樣本為台北市景美女中216位高一學生，受試者閱
讀教材後，分別進行成就測驗與問卷填寫。從成就測驗與問卷的分析結果
，本研究獲致以下結論：(1)類比清晰度與系統性對學習成就的影響在本
研究中並未顯著，(2) 具高清晰度之類比教材能使學生發現較多的類比關
係，(3) 具系統性的類比教材較易使學生發現類比的高階相似關係，(4能
察覺類比清晰度與系統性的學生其學習成就較高。

Analogy is considered as an effective instruction strategy, but it works only when students perceive the similarities existing in the analog and the target. Gentner suggested that the transparency and systematicity of analogy are two important factors contributing to the effect of analogical learning. This study intends to explore how the transparency and systematicity influence the analogical learning on the computer science concepts—nested loop in BASIC programming.
The study is a 2×2 (transparency×systematicity) factorial experimental design. Research subjects are 216 high school female students. The subjects were randomly assigned to four groups i.e. high-transparency and systematicity, high-transparency and non-systematicity, low-transparency and systematicity, and low-transparency and non-systematicity. Four analogical reading materials were developed according to these four dimensions. Subjects were asked to take an achievement test and to fill in a questionnre after reading the analogical material. Conclusions from the experiment results are: (1) the effect of the transparency and systematicity of analogy on students' achievement was not significant, (2) the high-transparency materials helped students perceive more analogical relations than the low-transparency materials, (3) students perceived more high-order analogical relations from the systematicity materials than the non-systematicity materials, and (4) students who perceived more analogical relations or high-order analogical relations had betr achievement than students who perceived less analogical relations or did not perceived high-order analogical relations.