未來的世代仰賴複雜問題的解決能力，因此學生需要培養跨領域整合的能力來面對未來的挑戰，透過跨域專題學習的進行，學生學會掌握、分析、運用科技的能力來整合跨領域的學科知識，專題導向學習有助於提高學生的學科興趣。而在教師帶領學生進行跨域專題學習的過程中會遇到些問題，因此本研究與數位學習教育研究者及現場教師進行討論，參考國內外相關系統平台進行系統的規劃與設計，開發基於「知識翻新理論」與「設計思考」的跨域專題學習平台，並提供學習鷹架與輔助工具支持老師與學生進行跨域專題協作，透過視覺化想法呈現及學習歷程分析工具促進學生後設認知發展。系統開發完成後，本研究採用「問卷調查法」（questionnaire survey）的方式，研究對象為30位教師蒐集問卷資料，評估教師對系統的整體知覺有用性、整體知覺易用性、整體使用意願以及系統提供之鷹架功能與輔助工具的知覺有用性，並蒐集教師建議與回饋。研究結果發現多數受測教師對於「跨域專題學習平台」的整體知覺有用性、整體知覺易用性、整體使用意願以及系統提供之鷹架功能與輔助工具的知覺有用性都給予正面的回饋。最後根據本研究之結果，提出對系統的建議，做為未來研究與系統改善之參考。;Students need to develop the ability of interdisciplinary learning to face future challenges. Through interdisciplinary projects, students can learn how to use science and technology to integrate interdisciplinary knowledge. Project-based learning helps to improve students′ interest in subjects. There are some problems in the process of teachers leading students to carry out interdisciplinary project-based learning. To support students in interdisciplinary project-based learning, the “Online Interdisciplinary Project-based Learning Platform”（OIPLP）was developed in this study. The OIPLP provides several learning scaffolds and tools based on Knowledge Building Theory and Design Thinking. For example, through the graphical presentation of ideas in discussion and learning process, students can easily see the overall learning process to reflect on them and adjust their learning status. After the platform was developed, a preliminary study was conducted. The research adopts the method of "questionnaire survey". The participants were 30 Taiwanese teachers. Their perceived usefulness, perceived ease of use, and intention of use of the OIPLP were assessed. Also, their perceived usefulness of learning scaffolds and tools was evaluated. The results show that most of the teachers give positive feedback and have the intention to use the system in teaching students in interdisciplinary project-based learning. Finally, according to the results of this study, suggestions are put forward for the future research and system improvement.
