本研究的目的在設計一個以國小學生為對象的提問系統，包含提問、回答、評鑑等功能，提供學生在網路上進行提問，並評估系統在學校中實施的可用性，以及了解學生使用系統進行學習的態度。本提問系統和其它類似系統的主要差別之一在於這個系統有題幹輔助功能，因此這個研究亦就不同題幹評估詳細題幹輔助及簡易題幹輔助的使用狀況。

評估參與者為台南市某國小取三個班級的五年級學生共100位。三個班級的學生被分派到詳細題幹輔助、簡易題幹輔助、以及無題幹三個不同的提問系統中進行學習活動。學生利用每周一節課的時間，利用提問系統進行學習活動，為期三個月。學習活動結束後，讓三個班級的學生填寫系統問卷。

研究結果顯示多數學生表示提問系統容易操作，無題幹輔助的學生認為若加入題幹可以幫助他們提問；使用簡易題幹輔助的學生亦認為使用題幹讓他們的提問變得容易，學生認為題幹可以讓他們從不同的角度思考問題。整體言，這個國小提問系統具可行性，學生對於利用這個提問系統進行學習持正向的態度。

The purpose of this research is to design a questioning system for elementary school instruction, to evaluate the usability of the questioning system, and to investigate students’ attitude toward their usage of the questioning system. Since our questioning system has a distinct “question stem” function to scaffold students’ question-posing, the evaluation of the usability of question stem functions (full stem questioning, simple stem questioning, and questioning without stem) also executed.
On the basis of data collected at this stage, following results were found. First, more than ninety percent of the participating students consider the questioning system is easy to use. Second, students who worked in the without-stem situation thought that adding stems in the questioning system will help them ask more questions. And third, over ninety percent of the students who only worked in the simple-stem situation thought the simple question stems did make their questions posing a lot easier. The current results indicate that our questioning system is usable and the participating students hold positive attitude toward the question-stem functions and the whole questioning system.

王啟修(民97)。提問式教學支援系統於課後輔助學習之成效。國立台灣師範大學資訊教育研究所碩士論文。
朱克剛(民96)。幫助學生激發進測發展區間的電腦系統：以課堂發問與網站實作為例。私立中原大學電子工程學系博士論文。
李姿慰(民93)。改善國小五年級學生自然課發問之行動研究。國立台中師範學院自然科學教育學系碩士班碩士論文。
施頂清(民89)。自我發問策略與合作學習(小組討論)對國中生國文閱讀理解的效果比較考驗。國立中山大學教育研究所碩士論文。
陳曉雲(民95)。提問式教學支援系統。國立台灣師範大學資訊教育研究所碩
士論文。
廖玉釵(民96)。學生使用提問式教學支援系統的學習成效與學習態度。國立台灣師範大學資訊教育研究所碩士論文。
Barak, M., & Rafaeli, S. (2004). On-line question-posing and peer assessment as means for web-based knowledge sharing in learning. International Journal of Human-Computer Studies, 61(1), 84-103.
Biddulph, F., & Osborne, R. (1982). Some issues relating to children’s questions and explanations. LISP(P) Working paper no. 106. Waikato, New Zeland: University of Waikato.
Blanchette, J. (2001). Questions in the online learning environment. Journal of Distance Education/Revue de Venseignement a distance, 16 (2)
Chin, C. (2004). Students‘ questions: Fostering a culture of inquisitiveness in science classrooms. School Science Review, 86(314), 107-112.
Chin, C., & Brown, D. E. (2000a). Learning deeply in science: An analysis and reintegration of deep approaches in two case studies of Grade 8 students. Research in Science Education, 30(2), 173-197.
Chin, C., & Brown, D. E. (2002). Student-generated questions: a meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521-549.
Chin, C., & Kayalvizhi, G. (2002). Posing Problems for Open Investigations: what questions do pupils ask? Research in Science & Technological Education, 20(2), 269-287
Chin, C., & Osborne, J. (2008). Students‘ question: a potential resource for teaching and learning science. Studies in Science Education. 44(1), 1-39.
Choi, I., Land, S., & Turgeon, A. (2005a). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 33(5-6), 483-511.
King, A. (1989). Effects of self-questioning training on college student’s comprehension of lectures. Contemporary Education on Psychology, 14, 366-381.
King, A. (1992). Facilitating elaborative learning through guided student generated questioning. Educational Psychologist, 27(1), 111.
King, A. (1993). Effects of guided cooperative questioning on children’s knowledge construction. Journal of Experimental Education, 61(2), 127-148.
Ng´ambi, D., & Hardman, J. (2004). Towards a knowledge-sharing scaffolding environment based on learners’ questions. British Journal of Educational Technology, 35(2), 187-196.
Pedrosa de Jesus, H., Almeida,P., & Watts, M. (2004). Questioning styles and students' learning: four case studies. Educational Psychology, 24(4), 531-548.
Wilson, E. V. (2004). ExamNet asynchronous learning network: Augmenting face-to-face courses with student-developed exam questions. Computers & Education, 42, 87-107.
Yu, F.Y., Liu, Y.H., & Chan, T.W. (2005). A web-based learning system for question-posing and peer assessment. Innovations in Education and Teaching International, 42(4), 337-348.