程式設計已是各國資訊教育重點課程之一，許多程式設計教學策略因應而生，然而，多數針對提高學習動機而設計的教材，對於提升高學習成就學生的學習成效幫助有限。因此，本研究探討主科學習成就高的學生於程式設計學習上的表現，以期能提出確切提升高學習動機學生學習成效之學習策略。實驗對象為國中教育會考PR值95以上之女校高中生，以班級為單位隨機分為實驗組與控制組。實驗組採取先學習程式設計概念再培養實作能力的教學模式，控制組則採取傳統講述型教學模式。在先學習程式設計概念再培養實作能力的教學模式中，使用視覺化程式設計工具以輔助學生專注於程式設計概念的學習，並於程式設計實作能力階段，先讓學生聚焦於學習語法，再進行程式設計問題解決的練習。而傳統講述型教學模式則採用一般高中生學習程式設計的模式，也就是同時學習程式設計概念與程式設計語法。
實驗組與控制組於期中與期末進行考核，考核內容主要為評估各組學生程式設計概念以及程式設計實作能力的差異。研究結果顯示，採用先學習程式設計概念再培養實作能力的教學模式，對於高中主科學習成就高的學生，無論是在程式設計概念的理解或程式設計實作能力的培養，皆有良好的效果，且相較於採用傳統講述式教學模式的學生，更能有效降低班級學生的學習落差。

Computer programming is one of the key courses of secondary education in various countries. However, most of the learning strategies are limited in improving high achievement students’ learning performance. Therefore, this study focused on programming learning by high achievement students, so as to propose a learning strategy to improve the learning performance of them. We select 272 female high school students who have great performance on Comprehensive Assessment Program for Junior High School Students. They were randomly divided into the experimental group and the control group. The experimental group adopts the strategy of learning programming concepts before programming skills that uses visual programming tools to focus on programming concepts, and then in order to avoid syntax error, they learn programming syntax before coding. The control group adopts the traditional lecture method that is learning programming concepts and syntax at the same time.
There are two assessment to examine the differences between the two groups of students in programming concepts and programming skills. The results show that the students who adopt the strategy of learning programming concepts before programming skills has better learning performance in both of programming concepts and programming skills. Also, it is more effective in reducing the learning achievement gap of students.

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