STEM整合式教學目的在培養一般學生在科學、科技、工程及數學等領域的綜合素養，提升學生各項能力，而中學階段的生活科技準工程課程強調科學理論、數學計算、工程素養與科技實作整合，與STEM的理念相符。合作問題解決能力對於各個教育階層與職場而言，皆是關鍵且重要的能力，且隨著網路科技的不斷發達，透過網路進行合作問題解決活動，更是當前所需的重要能力。因此本研究建置合作問解決教學系統，以6E模式發展國中階段生活科技電動車STEM整合式教學活動，並輔以合作問題解決教學活動及系統進行教學，透過教學實驗深入探討教學模式對學生的STEM學習成效、合作問題解決能力及實作技能之效果。研究貢獻包括產出適用於準工程教學之合作問題解決教學系統與課程、合作問題解決能力評量系統及實作技能評量工具並運用於教學環境中；教學實驗結果亦顯示實施科技輔助合作問題解決的STEM整合式教學之有助於提升學習成效、合作問題解決能力及實作技能。

The purpose of STEM (Science, Technology, Engineering, Mathematics) instruction is to bring up students in science, technology, engineering, engineering and mathematics literacy, and enhance learning abilities. Collaborative problem-solving skills is a very critical and important capability to all education level or workplace. With the continuous development of Internet technology, collaborative problem-solving skills through the Internet will be one of the most important ability for the future world. This study follow 6E model to development a electronic car curriculum with STEM concept, and development learning activity and learning system with collaborative problem-solving strategy. An experiment was conduct to evaluate the STEM learning performance, collaborative problem-solving skills and the practical skill. The research contributions of this study include developing a collaborative problem-solving instructional system with pre-engineering curriculums, collaborative problem-solving evaluating system, and evaluating rubrics for practical skill. The research results showed that technology-assisted collaborative problem-solving instruction in STEM curriculum could effectively enhance STEM performance, collaborative problem-solving skills and practical skill.

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