本研究藉由教學實驗驗證使用Scratch程式設計軟體教導六年級學生學習程式設計的可行性，探討不同的教學策略(演練範例、問題導向)及電腦自我效能(高電腦自我效能、低電腦自我效能)，對國小學生學習程式設計的學習表現與電腦學習態度之影響。本研究採因子設計之準實驗研究法，研究對象為六年級學生。研究結果顯示：(1)演練範例的教學策略有助於學生程式設計的學習表現；(2)高電腦自我效能有助於學生在知識應用上的學習表現；(3)兩種教學策略及高、低電腦自我效能的學生在使用Scratch進行遊戲設計創作上均有正向的電腦學習態度與感受，特別是高電腦自我效能的學生。整體而言，使用Scratch實施於程式設計教學課程是可行的，學生也對此課程持正向的學習態度，而使用演練範例的教學策略有助於程式設計初學者的表現。

The purpose of this study was to examine the effects of instructional strategy on learners’ performance and attitude of programming. One hundred and nine sixth grade students participated in the programming project of this study. Participants received worked-out examples and problem-based learning by class, respectively. Participants were identified as the high computer self-efficacy group and the low computer self-efficacy group by the mean score of the computer self-efficacy inventory. The quasi-experimental design was applied in this study. The result revealed that: (a) worked-out examples enhanced students’ learning performance of programming; (b) learners with high computer self-efficacy achieved higher performance on knowledge application; (c) regardless of the instructional strategies, both self-efficacy students held positive attitudes toward the integration of scratch in the programming project, especially in high computer self-efficacy. Overall, the use of scratch in the programming course was feasible. Students held positive attitudes toward this course, and worked-out examples enhanced beginners’ performance of programming.

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