為了減少程式初學者學習C++程式語言的困難，學生需要使用問題解決方法幫助他們學習的程式語言。然而，問題解決方法不容易使用傳統紙筆來收集與尋找與解決問題有關的知識。因此，我們開發了註記輔助系統支支援解決問題方法，並且透過觀察學生註記行為評估在C++程式設計課程中，註記輔助系統在支援問題解決方法上扮演的角色以及學生使用註記系統與問題解決方法是否能增進學生學習成效。在這項研究中，我們在實際的大學課程上（2班大學2年級學生，共64位學生）使用註記輔助系統支援問題解決方法，觀察學生的註記行為。我們將學生分為實驗組和對照組。讓實驗組學生的班級使用註記輔助系統支援使用問題解決方法；在控制組學生班級中使用一般傳統教學。實驗數據主要從訪問兩班級教師與學生以及註記輔助系統中收集。實驗結果表明實驗組學生：（1）利用註記輔助系統支援問題解決方法能鼓勵學生建立更多的學習註記，而且比起對照組學生能夠更為主動的建立註記;（2）使用註記輔助系統支援問題解決方法除了可以幫助學生從正確的方向進行解題之外，也可以讓學生可以簡單而且快速的幫助蒐集問題解決方法需要的知識;（3）在問題解決方法中遇到同一個問題時，學生透過註記能夠將蒐集的知識逐漸轉變成自己的心得經驗。In order to reduce the difficulties of learning C++ programming language for novice programmers, students need problem-solving method to help them learning C++ programming. However, the problem-solving method is not ease using pen and paper to gather and search knowledge. Therefore, we developed annotation assistant system supported problem-solving method, and we evaluated the role of annotation supported problem-solving method on annotation behavior and students learning performance in the case of C++ programming course. In this study, we used annotation assistant system supported problem-solving method in real-life university-level classes (both are sophomore course, and totally sixty-four students) to observe the students’ annotation behavior. The students were separated into experimental group and control group. The experimental group students used annotation assistant system supported problem-solving method, and control group students used traditional teaching. We collected the interview data from teachers and students and records from annotation assistant system. The experiment results show that (1) using annotation assistant system supported problem-solving method could encourage students creating more annotations, and making students aggressively created annotation than control group students; (2) using annotation assistant system supported problem-solving method that could help students solving problem in the correct direction and gathering problem-solving knowledge easily and quickly (3) students’ annotation content would transfer to the student’s experience when he encounter the question on the problem-solving method, the students will organize his experience as a answer for the problem.
