本研究旨在探討專題學習之教學模式及學習型態對國中生資訊技能學習成效、自我監控與學習態度的影響。研究樣本為國中二年級隨機抽取三個班共112人，其中學習型態依認知歷程及學習活動的個別差異分為整體-分析、語意-圖像、具體-抽象、及嘗試-反思型態;而教學模式依照教學程序的不同分為教學式、範例式與探索式。
研究結果發現:(1)範例式教學模式可以使學生獲得較好的學習成效、學習動機及主動學習的學習態度;(2)教學模式與學習型態偏好的學習方式相符時，可以有效強化學習成效;(3)教學模式與學習型態偏好的學習方式相符，學生在學習歷程中自我監控能力較好;(4)教學模式與學習型態偏好的學習方式相符，學生的學習動機相對較強、主動性也比較積極，對學習態度比較正向。

The purpose of this study was to investigate the effect of type of instruction and learning style on junior high students’ computer project performance, self-monitoring and attitudes. Participants were 112 junior high school students who were randomly assigned as the theory-based group, the example-based group and the exploratory-based group by class. Learners’ learning styles were categorized from the perspectives of global-analytical, verbal-imaginal, concrete-abstract, and trial-error feedback-reflective.
The results showed that the example-based instruction facilitated learners' project performance, self-monitoring, and positive attitudes toward learning. Matching learner’s learning style with type of instruction enhanced learner’s project performance, self-monitoring, and positive attitudes toward learning.

王曉璿(2004)。資訊科技與教學設計探究。研習資訊，21(3)，15-18。
王瓊德(2000)。網路科技對教育的影響研究計畫。科學發展月刊，28(7)，529-533。
台北市政府教育局(2002)。台北市資訊教育白皮書第二期(民國九十一年~九十三年)。台北:作者。(Retrieved June 24, 2005, from Web site: http://www.edunet.taipei.gov.tw/public/pub2_content.asp?SEQ=1302)
何榮桂(1997)。國中電腦課程標準的內涵與特色。資訊與教育，51，2-10。
何榮桂(2002)。台灣資訊教育的現況與發展─兼論資訊科技融入教學。資訊與教育雜誌，87，22-48。
教育部(2001)。中小學資訊教育總藍圖-總綱。教育部: 作者。 (Retrieved November 11, 2005, from Web site: http://masterplan.educities.edu.tw/conference/total.shtml)
教育部(2003)。國民中小學九年一貫課程綱要。教育部: 作者。(Retrieved September 5, 2005, from Web site: http://www.edu.tw/EDU_WEB/EDU_MGT/EJE/EDU5147002/9CC/9CC.html?TYPE=1&UNITID=225&CATEGORYID=0&FILEID=124759&open)
張春興 (1997): 教育心理學-三元化取向的理論與實務。台北市: 臺灣東華書局。
楊淑卿(2002)。中小學資訊教育總藍圖-資訊教育藍圖第五次坐談會記錄。(Retrieved November 24, 2005, from Web site: http://masterplan.educities.edu.tw/conference/a3_4_1.shtml)
課程發展議會(2001)。學會學習 - 課程發展路向。香港: 香港特別行政區政府印務局。(Retrieved September 19, 2005, from Web site : http://www.fed.cuhk.edu.hk/ ~qsp/new/all_passage.php?passage_code=./passage/small/project/p001.htm)
Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of educational Psychology, 51, 267-272.
Barron, B. J. S. (1998). Doin with understanding: Lessons from research on problem- and project-based learning. The Journal of The Learning Sciences, 7(3, 4), 271-311.
Beishuizen, J., Asscher, J., Prinsen, F., & Elshout-Mohr, M. (2003). Presence and place of main ideas and examples in study texts. British Journal of Educational Psychology, 73, 291-316.
Beyer, B. K. (1991). Teaching thinking skills: A handbook for elemtentary school teachers. Boston, MA: Allyn and Bacon.
Biggs, J. B. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. Journal of Educational Psychology, 71, 133-149.
Biggs, J. B. (1999). What the student does: Teaching for enhanced learning . Higher Education Research & Development, 18(1), 57-74.
Biggs, J. B. (1995). Classroom learning. Singapore: Simon and Schuster, pp.175-176.
Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3, 4), 369-398.
Bruner, J. S. (1966). Toward a theory of instruction. New York: Norton.
Challenge 2000 Multimedia Porject. (2000). Why do project-based learning? San Mateo, CA: San Mateo County Office of Education. (Retrieved August 16, 2005, from Web site: http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html)
Chard, S. (2001). Project definition. In The Porject Approach. (Retrieved August 16, 2005, from Web site: http://www.project-approach.com)
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Educational Policy Analysis Archives, 8(1), 2-50.
Deek, F., McCowan, D., Stephenson, C., Tucker, A., & Verno, A. (2003). A Model Curriculum for K-12 Computer Science: Final Report of the ACM K-12 Education Task Force Curriculum Committee. (Retrieved August 16, 2005, from Web site: http://www.acm.org/education/k12/k12final1022)
Davis, J. (1967). Concept identification as a function of cognitive style, complexity, and training procedure. Technical Report, 32, WI: Madison.
Dunn, R. S., & Dunn, K. J. (1979). Learning styles/teaching styles: Should they…can they… be matched? Educational Leadership, 36(4), 238-244.
Dewey, J. (1938). Experiece and education. New York: Collier Books.
Ehrman, M., & Leaver, B. L. (2003). Cognitive style in the service of language learning. System, 31, 393–415.
Felder, R. M., & Silverman, L. K. (1988). Learning styles and teaching style in engineering education. Enginerring Education, 78, 674-681.
Ford, N., & Chen, S. Y. (2001). Matching/mismatching revisited: An empirical study of learning and teaching style. British Journal of Educational Technology, 32(1), 5-22.
Gagne, R. M. (1977). The conditions of learning and theory on instruction(3rd ed). New York: Holt, Rinehart, & Winston.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. New York: Basic Books.
Garofalo, J., & Summers, T. (2004). Macormedia flash as a tool for mathematics teaching and learning. School Science and Mathematics, 104(2), 89-93.
Glaserfeld, E. V. (1989). Constructivism in educations. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia in education. New York: Pergamon Press.
Honey, P., & Mumford, A. (1986). Using your learning styles. Honey, UK: Maidenhead.
Jones, C. (2003). Are students’ learning styles discipline specific? Community College Journal of Research and Practice, 363-375.
Jones, B. F., Rasmussen, C. M., & Moffitt, M. C. (1997). Real-life problem solving: A collaborative approach to interdisciplinary learning. Washington, DC: American Psychological Association.
Karf, N. (2005). Criteria for authentic project-based learning. Denver, Colorado: Formerly of RMC Research Corporation. (Retrieved November 16, 2005, from Web site: http://www.rmcdenver.com/useguide/pbl.htm)
Keefe, J. W. (1987). Learning style theory and practice. Reston, Va: National Association of Secondary School Principals.
Kinshuk (2000). Call for papers. In the call for paper of the special issue of Interactive Learning Environments journal on the theme of “Cognitive Skills Acquisition in Life-logn Learning.”
Kirby, J. R. (1988). Style, strategy, and skill in reading. In R. Schmeck (Ed.), Learning strategy and Learning Style. New York: Plenum.
Kolb, D. A. (1984). Experimental learning. Englewood Cliffs, NJ: Prentice-Hall.
Lawson, A. E. (2002). The validity of Kolb learning styles and Neo-Piagetian development levels in college biology. Studies in Higher Education, 27(1), 79-90.
Leventhal, G., & Sisco, H. (1996). Correlations among field dependence/independene, locus of control, and self-monitoring. Perceptual and Motor Skill, 83, 604-606.
Liu, M. (2003). Enhancing learners cognitive skills through multimedia design. Interactive Learning Environments, 11(1), 23-39.
Magoulas, G. D., Papanikolaou, K., & Grigoriadou, M. (2003). Adaptive web-based learning: Accommodating individual differences through system’s adaptation. British Journal of Educational Technology, 34(4), 511-527.
Mckay, E. (1999). Exploring the effect of graphical metaphors on the performance of learning computer programming concepts in adult learners: A pilot study. Educational Psychology. 19(4), 471-487.
More, A. J. (1993). Learning styles and the classroom. British Columbia University, Vancouver. (ERICDocument Reproduction Service No. ED368479)
More, A. J. (1993). Adapting teaching to the learning styles of native Indian students. British Columbia University, Vancouver. (ERICDocument Reproduction Service No. ED366493)
Moursund, D. (1999). Project-based learning using information technology. Eugene, OR: International Society for Technology in Education.
National Association of Secondary School Principals. (1979). Student learning styles- Diagnosing and prescribling programs. Reston, Va: NASSP.
Packer, J., & Bain, J. D. (1978). Cogintive style and teacher-student compatibility. Journal of Educational Psychology, 70, 864-871.
Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, & Winston.
Pintrich, P. R., & Johnson, G. R. (1990). Assessing and improving sutdents’ learning strategies. New Directions for Teaching and Learning, 42, 83-92.
Rebekah, S. T., & Marina, M. B. (2001). Contructivist Inspiration: A project-based model for L2 learning in virtual worlds. Texas Paper in Foreign Language Education. (ERICDocument Reproduction Service No. ED464498)
Renninger, K. A., & Snyder, S. S. (1983). Effects of cognitive style on perceived satisfaction and performance among students and teachers. Journal of Educational Psychology, 75(5), 668-676.
Richardson, J. T. E. (1999). Imagery. Hove, UK: Psychology Press.
Richardson, J. T. E. (2003). Dual coding versus relational processing in memoery for concrete and abstract words. Europena Journal of Cognitive Psychology. 15(4), 481-509.
Riding, R., & Rayner, S. (1998). Cognitive styles and learning strategies. London: David Fulton Publishers.
Rush, G., & Moore, D. M. (1991). Effect of restructuring training and cognitive style. Educational Psychology, 11(3), 309-321.
Sadoski, M. (2001). Resolving the effects of concreteness on interest comprehension, and learning important ideas from text. Educational Psychology Review. 13(3), 263–281.
Saracho, O. N. (1998). Research directions for cognitive style and education. International Journal of Educational Research, 29, 287-290.
Steinberg, A. (1998). Real learning, real work. New York and London: Routledge.
Sternberg, R. J., & Grigorenko, E. L. (1997). Are cognitive styles still in style? American Psychologist, 52, 700-712.
Smith, L., & Renzulli, J. (1984). Learning style preference: A practical approach for classroom teachers. Theory into Practice, 23(1), 45-50.
Thomas, J. W. (2000). A review of research on project-based learning. CA: The Autodesk Foundation. (Retrieved August 16, 2005, from Web site: http://www.autodesk.com/foundation)
Thomas, J. W., Mergendoller, J. R., & Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education.
Torp, L., & Sage, S. (1998). Problems as possibilities: Problem-based learning for K-12 education. Alexandria, VA: Association for Supervision and Curriculum Development.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Weinstein, C. E., & Keyer, D. K. (1991). Cognitive learning strategies and college teaching. In R. J. Menges & M. D. Svinicki(Eds.), College teaching: from theory to practice. New directions for teaching and learning , 45, Jossey-Bass higher and adult education series.
Wilson, V. A. (1998). Learning how they learn: A review of the literature on learng styles. Muskingum College. (ERICDocument Reproduction Service No. ED 427017)
Zwanenberg, N. V., & Wilkinson, L. J. (2000). Felder and Silverman’s index of learning styles and Honey and Mumford’s learning styles questionnaire: How do they compare and do they predict academic performance? Educational Psychology, 20(3), 365-380.