摘要
本研究的主要目的是在探討「概念引導探究學習系統」對於學習成效的促進效果，並提出結構化探究學習模式，以供未來設計網路探究學習教材的參考。
本研究以台北市永吉國中二年級兩個班級57名學生作為研究對象，隨機分派為兩組，一組作為實驗組，探究學習歷程中提供概念引導，另一組為控制組，探究學習歷程中不提供概念引導。其結果發現：
一、本研究運用自行設計的概念引導探究學習系統，以國中二年級學生為研究對象，進行實證教學研究，結果發現概念引導機制對地球科學課程「溫室效應」單元及「泥火山與噴砂現象」單元的學習成效促進效果並不顯著。
二、以概念引導機制對國中學生知識結構修正成效的促進效果實證考驗，經二因子混合設計變異數分析，其結果發現實驗組的知識結構修正成效有顯著提昇，但控制組則無明顯變化。
三、經概念圖變化過程分析發現，概念引導機制確可協助學生驗證自己的假設，並指引其思考的方向，使得概念引導機制在探究學習過程中成為學生的學習夥伴，進而促進其知識結構修正的成效。
四、根據問卷分析，實驗組與控制組的受試者均對「概念導引探究學習系統」持正面肯定的態度。且實驗組的受試者對於引導機制的評價持較為正面肯定的態度。

ABSTRACT
The purpose of this research is to investigate the effects of learning achievement and knowledge model by conceptual guidance mechanism supported inquiry.
The subjects were fifty-seven eighth grade students from a middle school in Taipei city. Students were randomly assigned into ”Conceptual Guidance” and “Non-Conceptual Guidance” groups.
There were two results for this research: (1) The ”Conceptual Guidance” and “Non-Conceptual Guidance” groups scored no significant differences in the immediate effect of learning achievement. (2) For the effect of refining knowledge model, the ”Conceptual Guidance” group performed significantly better than the “Non-Conceptual Guidance” group.

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