「鷹架」可以幫助學生從既有的知識中，發展內化新資訊的能力。但是，「鷹架」假設所有的學生為初學者且侷限學生的思考。故本研究採用「尋求幫助」的後設認知概念並將其運用在「鷹架」上，設計一個「尋求鷹架」的學習機制。研究者希望可以藉由此系統促進學生個人的學習，學生可以主動的尋求電腦鷹架的幫助。不同學習成就的學生可以選擇自己解題或選擇適當的鷹架輔助。本研究並分為預試、個案研究與實驗等三階段的研究流程，在預試的初步系統設計的課堂觀察與個案研究後，研究者根據其觀察及分析的結果，更改「尋求鷹架」系統的設計，最後在實驗中使用的「尋求鷹架」系統則增加鷹架的說明、金幣制度和信心度的詢問機制。 在研究中發現，學生在「尋求幫助」系統中進行數學文字解題活動，電腦適時的鷹架輔助會增加學生解題的信心程度，並幫助學生順利解題。當學生不需要電腦鷹架輔助時，也可以在以作答正確為前提下，加快作答的速度。另外，在「尋求幫助」的系統下，學生可以利用試算紙的功能，幫助自己發展獨立的解題思維；而在解題遇到困難時，學生可以主動的透過尋求鷹架的輔助，逐漸建立解題的技巧與方法。Scaffolding can develop a student’s ability to internalize new information on the basis of prior knowledge. However, it assumes that all students are novices and likely limits students’ way of thinking. Therefore, this study incorporates the concept of help seeking in the usage of scaffolds, so that students can think as a whole before using scaffolds. The author preliminarily designed an activity flow of seeking scaffolds for promoting student’s active learning and seeking appropriate scaffolds. This study adopted three research steps: trial study, case study, and experiments. According to the class observation and the data obtained from the trial study and case study, the author amended the system by adding some of functions such as the instructions of using scaffolds, coins system, and the confidence questionnaire. The results showed that, after using the “scaffolding-seeking” system, students had higher confidence to solve mathematical word problems. When answering correctly, students could solve the word problem faster if they can solve it on their own. On the other hand, student could use a digital sheet to externalized their thinking and solve the problem. When students faced difficulty in solving a word problem, students could choose an appropriate scaffold to not only solve the problem but also learn the skill and the way of solving word problems gradually.
