目前Scratch程式教學環境的限制，學生缺乏直接對程式碼或線上教材上面做數位註記。本研究發展一套註記程式輔助系統(Annotation-based programming assisted system, APS)，此系統能夠助於學生註記Scratch程式及線上援助。本研究主要目的有三點研究問題: (1) 探究不同的電腦程式教學方法與不同教學工具對學習成效的影響；(2) 瞭解學生對註記程式輔助系統之看法；(3) 瞭解學生對Scratch程式活動設計之看法。本研究採用準實驗研究法，以台北市某一所國小六年級學生為研究對象，進行連續九週的實驗教學。 共變數(ANCOVA)分析的結果，發現不同的程式教學方法搭配不同的教學工具之間對於學習成效是有相互作用的影響。至於學習成效方面，註記支援問題解決導向教學組的學習成效是高於其他三組。在問卷分析的結果方面，發現學生是滿足於註記程式輔助系統的使用，此系統有助於註記他們的電腦程式、線上援助、及線上解答問題。在課程結束之後，深度訪問的結果顯示，註記程式輔助系統搭配問題解決導向教學方法有助於發展問題解決能力。A limitation of current Scratch programming teaching is the restricted ability of students to help them annotate online materials or Scratch programming errors and obtain other peer’s assistance. This study developed an Annotation-based Programming aSsisted system (APS) which is able to help learners easily annotate their programs with comments asking for assistance. The objectives of this study are three-fold: (1) to investigate the effects of programming instruction modes and instructional tools on learning performance; (2) to understand students’ perceived attitudes toward the use of the APS system; and (3) to understand students in four groups view Scratch programming learning activities. A quasi-experimental was conducted with four classes of sixth-graders participated in the research for nine consecutive weeks. The analytical results of covariance showed a significantly interaction between programming instruction modes and instructional tools and its influence on learning performance. As for learning performance, the annotation supported problem-solving based instruction group outperformed other groups. The results of the questionnaire demonstrated that students were satisfied with the use of the APS system for helping them with annotating their materials or programming errors, obtaining assistance and asking questions. On completion of this course, the results of the in-depth interviews reported the APS system in the problem-solving based instruction approach enhances the development of students’ cognitive skills.
