影響全世界教育走向的學生能力國際評量計劃（Programme for International Student Assessment, PISA），主要希望學校能夠培養統整、批判與獨立思考的能力，使學生能從容面對各種題型，以幫助學生在面對未來教育或職場工作之所需。PISA將在2015年的測驗增加了協同問題解決的線上測驗，主要是希望培養未來就業所需的協同問題解決能力，其重點在培養學生解決日常生活中所面臨非結構化問題的能力。因此本研究將建置結合代理人機制之協同問題解決測驗平台，以國中生為對象，並利用人際溝通能力和問題解決能力成績將學生做高低分組，觀察兩種能力高低分學生在測驗平台測驗後，學生的協同問題解決能力的狀況。
研究結果發現人際溝通能力高低分組在四項測驗（室內設計、天氣、遺傳、電池）中，室內設計和遺傳的測驗；天氣和電池的測驗，其能力有互補作用，使各項能力可以均勻發展，可作為後續出題之參考。而問題解決高低分組在四項測驗表現皆差不多，其中以低分組學生來說，其天氣、遺傳和電池的測驗表現皆均衡發展，故針對低分組的學生可依據此作出題依據；高分組學生可以依照室內設計的題型的題目做發展。針對不同學生的能力和題型，在協同問題解決能力的測驗上，學生在各項能力分布會有不同狀況，故找出其適合的測驗題型，以利後續發展之參考。

The major of Programme for International Student Assessment is hoping that institutions can educate the capacity for integration ,critical and independent thinking. To help students experience all kinds of questions, and develop all the acknowledges and abilities for their future career , PISA will have new online test in 2015 for educating students’ ability for collaboration problem solving in the future , the key point is based on educating students ability to solve the unstructured problems in their daily lives, so this research will build a platform with establishment of integrating agent and collaboration problem solving based on junior high school students . Using interpersonal skills and problem solving skills to divide students into several groups from high scores to low scores. Observe their performance of collaboration problem solving skill between different groups in the online test platform.
The research shows that students’ abilities in different group base on the scores of interpersonal skills have complementary in four test :interior design ,weather ,heredity and battery, that makes their abilities be balanced development , could be the reference of test design in the future .And the abilities in different group of problem solving skills in four test get almost the same score between high score group and low score group ,their ability of low score group of problem solving skill in weather , heredity and battery test are balanced development, so that could be the reference of future test design ; And the test design for high score group of problem solving skill can be based on interior design. Students’ abilities in different field and test will be different , so find out the suitable questions for different students would be the good reference for the future development.

一、中文部分
方崇雄（1995）。國民中學生活科技教育問題解決模式課程設計與實驗研究。中華民國工藝教育學會，臺北市。
王誌烽（2011）。運用Moodle為基礎的合作學習系統於程式設計課程之學習成就與滿意度研究。國立虎尾科技大學資訊管理學研究所碩士論文，未出版，雲林縣。
李佩芬（2011年，3月）。《十二年國教》國中特色化鳴槍起跑。親子天下雜誌，22，1-4。
李隆盛（1996）。科技與職業教育的課題。台北：師大書苑。
李嘉峰（2004）。資訊科技融入問題解決學習策略對國小六年級學生問題解決能力與態度之影響。國立中正大學教育研究所碩士論文，未出版，嘉義市。
沈冠宏、吳佳融、鄭中一（2004）。代理人技術實作個人訊息小幫手。逢甲大學資訊工程學系論文，未出版，台中市。
佐藤學（2012）。學習的：教出的。臺北：天下。
林仁和（2002）。社會心理學。臺北市：揚智。
林政斌（2001）。線上學習代理人之分析與設計。國立中山大學資訊管理研究所碩士論文，未出版，高雄市。
林宛瑩、周文修，2010。以人際溝通為基礎之情感論壇網站設計，資訊傳播研究，1（1），45-65.
周建智（2007）。不同學習策略進行創造性問題解決對國小高年級學童在運動表現與思考能力之影響。行政院國家科學委員會研究報告，計畫編號：96-2413-H-154-002。
林靜萍（2005）。小組合作解題對國小學生自然與生活科技領域學習成效之影響。中原大學教育研究所碩士論文，未出版，桃園縣。
姜錢珠（1993）．社會技巧訓練對增進人際關係效果之研究.國立高雄師範大學教育研究所碩士倫文。高雄。
高淑珍（2012）。以知識分享為中介變數探討學習動機、學習互動以及學習平台對協同學習滿意度的影響。商管科技季刊，13（1） ，75-98。
許慧如，2000。人際溝通自我調整訓練課程對增進國小資優生人際溝通能力之成效研究。國立臺灣師範大學特殊教育研究所碩士論文，未出版，臺北市。
郭騰嶸（2014）。基於BDI代理人技術之個人化娛樂規劃系統。德明財經科技大學資訊管理系碩士論文，未出版，臺北市。
陳正治，2000。「表達、溝通與分享」的基本能力研究。應用語文學報，2，91-111。
陳佳苹（2012）。不同學習風格者運用Facebook進行協同學習以探討學習動機與成效之研究。淡江大學資訊管理學系碩士論文，未出版，新北市。
陳奕廷、蘇昭銘、楊中舜、林聖偉、張志鴻、郭哲豪、吳玉珍、吳東凌(2009)。智慧型運輸系統（ITS）與 M-Taiwan計畫之整合應用。交通部運輸研究所碩士論文研究計畫，臺北市。
張志華、蔡銘修（2013）。5E探究教學法輔以PhET互動式科學教學軟體對國小自然與生活科技領域學生學習成就之影響。2013第九屆知識社群國際研討會，臺北市。
張春興（1997）。教育心理學。臺北市：東華。
張春興（1999）。現代心理學。臺北市：東華。
陳祐仁、陳驊、林子圻（2009）。具有學習歷程之學習管理系統套件開發。資訊科學應用期刊，5（1） ，81-93。
陳桂芳（2002）。網路上合作學習的分組方式及任務類型對於電腦學習成效之影響。靜宜大學資訊管理學系碩士論文，未出版，台中市。
莊雅如（2004）。以weblog為基礎的合作學習研究。國立中興大學資訊科學學系碩士論文，未出版，台中市。
曾瑞真、曾玲民譯（1996）。人際關係溝通。臺北市：揚智。
黃惠惠（1996）。自我與人際溝通。臺北市：張老師文化。
詹雨臻、葉玉珠（2005）。「生活問題解決測驗」之發展。測驗學刊，52（1），1-30。
蔡濠聰、賴慶三（2010）。問題解決模式融入國小自然與生活科技領域學習活動--以製作「螞蟻雄兵」為例。科學教育月刊，331，35-44。
薛雅慈（2014）。國中教師以學習共同體啟動新學習型態之研究。教育科學研究期刊，59(1)。101-140。
謝金武（2009）。國中學生該培養哪些關鍵能力？北縣教育期刊，66，22-24。

二、外文部分
Rao, A., ＆ Georgeff, M. (1995). BDI Agents: From Theory to Practice, International Conference on Multi-Agent Systems, San Francisco, USA.
Barrows, H. S. (2002). Is it truly possible to have such a thing as dPBL? Distance Edu¬cation, 23(1), 119-122.
Barros, B., Verdejo, M. F., Read, T., & Mizoguchi, R. (2002). Applications of a collaborative learning ontology. Second Mexican International Conference on Artificial Intelligence.
Buckley, F. J. (2000). Team teaching: What, why, and how?. Thousand Oaks, CA: Sage.
Davis, A., Fidler, D., & Gorbis, M. (2011). Future Work Skills 2020. Institute for the Future for University of Phoenix Research Institute. Retrieved on June 1, 2013 from http://www.iftf.org/futureworkskills 2020 Dewey, J. (1929). The quest for certainty.
Devito, J. D. (1999). Essentials of human communication(vol.3). New York: Addison Wealey Longman.
Deway, J. (1910). How we think. Boston, MA: Health.
Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. J. (2007). Students’ experience with collaborative learning in asynchronous computer-supported collaborative learning environment. Computers in Human Behavior, 23(1), 496-514.
Franklin, S., & Graesser,A.(1996). Is it an agent or just a program? A taxonomy for autonomous agents. Proceedings of the 3rd International Workshop on Agent Theories, Architectures and Languages. (ATAL-96). Springer-Verlag.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: a model and tool to access cognitive presence, American Journal of Distance Education, 15(1), 7-23.
Greene, R. W. (2011). Collaborative problem solving can transform school discipline. Phi Delta Kappan, 9(32), 25-28.
Hargie, O. (1997). The handbook of communication skills(2nd). London: Routlege.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. London: Cassell.
Hayes, J. R. (1989). The complete problem solver.N.J : Lawrence Erlbaulll associatcs.
Hmelo, C. E., Gotterer, G. S., & Bransford, J. D. (1997). A theory-driven approach to assessing the cognitive effects of PBL. In¬structional Science, 25(6), 387-408.
Hsieh, I. L., O’Neil, H. F., & Jr. (2002). Types of feedback in a computer-based collaborative problem solving group task. Computers in Human Behavior, 18, 699-715.
Jeffrey C, L. (2013). Interpersonal communication skills and the young hospitality leader: Are they prepared? International Journal of Hospitality Management, 32, 295-298.
Jennings, N. R., & Wooldridge, M. (1998). Applications of intelligent agents, agent technology: Foundations, applications, and markets. London: Berlin.
Ferber, J.(1999). Multi-agent system. An introduction to Distributed Artificial Intelligence. New York: John Wiley & Sons Inc.
Kinney, N. (2001). A guid e to design and testing in online psycho logy courses. Psychology Learning and Teaching, 1(1), 16-20.
Leelawong, K., & Biswas, G. (2008). Designing Learning by Teaching Systems: The Betty’s Brain System. International Journal of Artificial Intelligence in Education. 18(3), 181-208.
Lesh, R., & Zawojewski, J. S. (2007). Problem solving and modeling. In F. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 763-804). Charlotte, NC: Information Age Publishing.
Liaw, S. S., Chen, G. D., & Huang, H. M. (2008). Users’ attitudes toward Web-based collaborative learning systems for knowledge management. Computers & Education, 50(3), 950-961.
Mayer, R. E. (1992). Cognition and instruction: Their historic meeting within educational psychology. Journal of Educational Psychology, 84, 405-412.
O’Neil, H. F., Jr., & Chuang, S. H. (2008). Measuring collaborative problem solving in lowstakes tests.In E. L. Baker, J. Dickieson, W. Wulfeck, & H. F.O’Neil (Eds.), Assessment of problem solving using simulations (pp. 177-199）. Mahwah, NJ: Lawrence Erlbaum Associates.
Organisation for Economic Co-operation and Development (2013). Draft Collaborative Problem Solving Framework. Retrieved on June 1, 2013 from http://www.oecd.org/pisa/pisaproducts/Draft%20PISA% 202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf
Polya, G. (1961). Mathematical Discovery. On Understand. Learning and teaching problem solving. Vol. 2. Princeton, N. J. : Princeton University Press, 1981.
Puntambekar, S. (2006). Analyzing cllaborative iteractions: Divergence sared uderstanding and cnstruction of knowledge. Computers & Education, 47(3), 332-351.
Rafaeli, S., Barak, M., Dan-Gur, Y., & Toch, E. (2004). QSIA - a Web-based environment for learning, assessing and knowledge sharing in communities. Computers & Education, 43(3), 273-289.
Rosen, Y., & Rimor, R. (2012). Teaching and assessing problem solving in online collaborative environment. In R. Hartshorne, T. Heafner, & T. Petty (Eds.), Teacher education programsand online learning tools: Innovations in teacher preparation. Hershey, PA: Information Science Reference, IGI Global, 82-97.
Rosen, Y., & Tager, M. (2013). Computer-based assessment of collaborative problem-solving skills: Human-to-agent versus human-to-human approach. Retrieved on June 2, fromhttp://researchnetwork.pearson.com/wp-content/uploads/CollaborativeProblemSolvingResearchReport.pdf
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20.
Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21-51.
Su, A. Y. S., Yang, S. J. H., Hwang, W. Y., & Zhang, J. (2010). A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments. Computers & Education, 55(2), 752-766.
Tomoko, K., & Toyohode, W.(2000) . Agent-oriented support environment in Web-based collaborative learning. ICCE/OCCAI2000.
Yu, W. F., She, H. C., & Lee, Y. M. (2010). The effects of a web-based/non web-based problem solving instruction and high/low achievement on students’ problem solving ability and biology achievement. Innovations in Education and Teaching International (IETI), 47(2), 187-199.
Vygotsky, L. S. (1978). Mind in society: The development of higher　psychological processes. Cambridge, MA: Harvard University Press.
Wallas, G. (1926). The Art of Thought. Excerpts reprinted in Creativity, P.E. Vernon(Eds.). Middlesex, England: Penguin. pp. 91-97, 1970.
Weinberger, A., & Fischer, F. (2006). A framework to analyze argumentative knowledge construction in computer-supported collaborative learning. Computers & Education, 46, 71–95.