本研究旨在探討教學策略與學習工具對高中程式語言學習成效的影響。339位普通高中二年級的學生，以班級為單位分派為問題導向-QB組、問題導向-VB組、程序導向-QB組及程序導向-VB組進行教學實驗。
研究結果發現：(1)在程式碼評估學習成效上，教學策略╳學習工具交互作用達顯著，就學習工具而言，QB組的學習者，以程序導向為教學策略比問題導向組學習成效佳；就教學策略而言，程序導向組的學習者，以QB為學習工具比VB組的學習成效佳；(2)在程式碼填空學習成效上，教學策略╳學習工具交互作用未達顯著，學習工具及教學策略對學習成效均無顯著影響；(3)在程式碼撰寫學習成效上，教學策略╳學習工具交互作用未達顯著，就學習工具而言，VB組顯著優於QB組；就教學策略而言，問題導向組顯著優於程序導向組；(4)就學習態度而言，學習者對學習方式的接受度大多持中立偏正面的看法，對課程軟體的操作容易度及學習方式對學習過程的幫助則持較負面看法。

The purpose of this study was to investigate the effects of instructional strategy and learning tool on senior high students’ programming learning performance and attitudes. 339 senior high school juniors were assigned into four experiment groups: the problem-based-QB group, the problem-based-VB group, the procedure-oriented-QB group and the procedure-oriented-VB group.
The results showed that, on the performance of code evaluation, the instructional strategy╳learning tool interaction was significant. In terms of the learning tool, the QB with procedure-oriented group outperformed the problem-based groups. In terms of the instructional strategy, the procedure-oriented with QB group outperformed the VB group. On the performance of code blank-filling, the instructional strategy╳learning tool interaction wasn’t significant. The main effects of instructional strategy and learning tool were not significant between groups. On the performance of code generation, the instructional strategy╳learning tool interaction wasn’t significant. In terms of the learning tool, the VB group outperformed the QB group. In terms of the instructional strategy, the problem-based group outperformed the procedure-oriented group. In terms of the learning attitude, most of the learners held a neutral and positive attitude toward the learning activities, but they held a little negative attitude toward both the easiness of operating the curriculum software and the help of learning process.

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