現行的電子書延續紙本書的循序說明方式，對於學習像寫作這樣需要程序性知識與思考的，較難讓學生同時看到寫作者寫作過程的思考與寫作結果而習得寫作的程序性知識與思考。 本研究提出一個新的為學習程序性知識寫作的電子書展示方法，並且根據此方法製作出系統。我們基於哈佛大學- Project Zero 的Making Thinking Visible 的理念，將程序性知識與思考的每一個步驟設計出一套以thinking module為基礎的引導問題，而將一個程序性知識思考的範例成品，以介面的兩個視窗區塊，一個展示每個思考過程中的問答，另一個視窗同步展示思考過程中每個作品的成長。思考過程的討論學習者可以自己的思考回答與作者的答案做對比反思。 以寫作為例，我們將一個範文，將寫作者的在每一個步驟的思考與結果與過程中的寫作部分成品同步展示，以使學習者可以借由觀看寫作者的思考過程與作品的成長過程，學習到寫作者程序性知識與思考策略。 目前我們進行了研究前期實驗與三次學習成效實驗，包含實驗組32位學生和對照組30位學生，收集問卷、訪談與後測成效結果。研究結果顯示，本研究提出的新的為學習程序性知識寫作的電子書展示方法，獲得正面的意見回饋，並且取得具顯著性的後測成果。實際進入學校作為教師教學或是學生課後練習使用，仍需要未來的規劃與設計，持續的完善與精進。 ;Nowadays, e-books teach sequentially follow the way of paper books. To learn writing which is the subject needed to have procedural knowledge and thinking. It is difficult to learn procedural knowledge and thinking by making the author’s writing process and product visible for students simultaneously. The aim of this study is to present a new e-book display method for learning writing via procedural knowledge and thinking, and develop an e-book learning platform. On the basis of Making Thinking Visible which is a research project from Harvard Project Zero, we designed a series of leading questions based on thinking routines for each steps of procedural knowledge and thinking. We displayed the products of procedural knowledge and thinking on one window interface which is divided into two blocks. One block displayed leading questions and answers of each thinking steps, the other displayed simultaneously of every products from thinking steps. During the thinking steps, students can do self-reflection by contrast with the difference between their own thinking answer and the reference answer. Currently, we studied the previous research and three experiments for the effectiveness of learning, including 32 undergraduate or graduate students in the experimental group and 30 students in the control group. The results show that present a new e-book display method for learning writing via procedural knowledge and thinking, and develop an e-book learning platform in this study received a positive feedback, and has made a significant achievement of the post-test. To apply the result of this research for teachers to teach and students to learn, we have to keep improving and planning in the future.
