. 有鑑於國內大學生普遍缺乏實作與解決問題能力，本研究期望能發現新手學生解決實作問題的困境，並以Sternberg的思考風格理論，討論造成學生解題歷程出現個別差異的原因，提供教師改善教學的建議。運用便利取樣選取北部某國立大學工學院實作課程班級為研究場域，選取三位具有鮮明思考風格的新手學生進行個案研究，蒐集思考風格問卷資訊、個案解決問題的放聲思考（thinks aloud）資料以及觀察者的現場筆記，進行研究資料的三角檢証，以提高研究結果的可靠性。 研究發現新手學生由於思考風格不同，在解題歷程中的確具有個別差異，也因此產生不同的解題結果並遭遇不同解題困境。屬於司法型與寡頭型風格的Alina，在時間資源的掌控不夠恰當，但因為其習慣對想法進行評論與分析，仍能順利的解決實驗問題；行政型與局部型的Chris，解題容易忽略對問題整體的考量，需要更多指引與時間來完成作品；立法型與整體型的Denny，容易忽略對問題細部資訊的掌握，因為他願意實踐創意想法，實作成品令人滿意。 依據研究發現，研究者提出以下建議：在課程安排上，教師可加強新手學生的草圖訓練，並增加生活案例幫助學生體認問題整體與細節的重要性，以協助學生克服解題困境；可以運用思考風格問卷作為理解學生個別差異之工具，診斷學生學習可能之困境並制定適性教學方案。期望後續研究能採用更多樣的分析方式，探究思考風格與解題歷程的相互關係，以補足本研究發現不足之處。 . The goal of the empirical study is to investigate how individual thinking styles and problem-solving processes are related. In order to understand their engineering students’ thinking styles, the researcher selected one course of engineering department at National University for a survey of problem-solving styles through purposive sampling. Next the researcher selected the students with obvious thinking styles be subjects for the hands-on and problem-solving experiment. To collect the data of students’ problem-solving process, the researcher implemented the methods of think-aloud to understand how students solve a series of hands-on problem. In addition, non-participated observation is utilized to triangulate the relationship between thinking styles and problem-solving process. The results demonstrate that students’ individual problem-solving processes dependent on their thinking styles. Linked the students’ proceeding to their performance, the findings show that (1)Alina’s judicial and oligarchic styles can’t manage time effectively, but she often analyzes and comments on problems and finds the key-point of the problem, finally she overcomes the problem smoothly; (2)Chris’s executive and local styles often ignores the whole of problem; he needs more time and directs to complete the task; (3)Denny’s legislative and global styles is apt to ignore the detail of problem, but he likes to practice the creative thoughts so his product is satisfying. The implictiona of the present study suggest that faculties can use the questionnaire of thinking styles to classify the preferable paths of students’ problem-solving process. Curriculum and instructions can then be improved to help students overcome the hands-on difficulties and develop good problem-solving process.
