本研究以概念圖為教學策略，分為「前置組織因子教學策略」和「整合概念教學策略」兩組，探討兩種教學策略與傳統教學策略對國中生學習生物的影響。本研究選定國中一年級生物上冊神經系統單元為研究內容，分別設計「前置組織因子教學策略」和「整合概念教學策略」之授課教材，前者在授課前先給予概念圖當作鷹架，後者於授課後再給予概念圖作為整合概念工具，「傳統教學策略」組則維持原來上課之風貌。本研究為準實驗研究設計，研究期間實驗兩組練習概念構圖花費一節課，三組均進行神經系經單元教學三節課，研究工具包含成就測驗、概念圖教材、自我評量測驗、學習環境量表、對概念圖的態度問卷和概念圖評分標準等。結果發現：１．使用概念圖教學策略的兩組學生在成就測驗部份，成績並未高於傳統教學策略組的學生，反而得到負向的結果，亦即對照組成績顯著優於實驗兩組的成績。２．「前置組織因子教學策略」和「整合概念教學策略」兩組學生的學習成就沒有差異，但在概念圖的呈現部份，前者於概念數、連接詞、階層關係和分支等項目略優於後者，在命題和橫向連結項目則略低於後者。以概念圖的結構而言，前者傾向記憶給予之概念圖結構，後者則呈現較大的差異。３．自我評量測驗的分析發現，實驗Ｂ組概念構圖的意願較實驗Ａ組高，且對照組呈現的概念關係圖多以畫圖方式或樹狀圖表示。４．透過學習環境量表的分析發現，傳統教學策略組在各向度（同學間的親和力、教師的支持性、學生參與性、探究性、工作趨向、合作性、平等性）平均均高於其他兩組，而「前置組織因子教學策略」又優於「整合概念教學策略」。經由研究者教室觀察與學生對概念圖的態度問卷分析發現，「前置組織因子教學策略」和「整合概念教學策略」組的學生有排斥新的教學方式的傾向，多數學生認為概念構圖麻煩又費事。５．小組合作製作概念圖可以增加概念圖對學生學習的功效，學生認為透過小組合作可以學到其他成員的知識，也可以吸收許多不同的看法等等。６．學生肯定概念圖可以幫助學習，也認為概念圖是笁種很好的學習方法，但是大部份學生不喜歡自己製作概念圖，以後不會繼續利用概念圖學習其他單元或其他科目，同時也認為概念構圖是一件很困難的事。只有少數學生持正向的態度。綜上所述，將概念圖實際應用在教學上確實可以作為一教學工具和學習工具，但必須注意要先讓學生非常熟悉概念構圖，懂得利用概念圖進行學習之後，方能增加概念圖的效用。此外，應利用學生呈現的概念圖進行評量，傳統的紙筆測驗只能測出學生的記憶程度，概念圖卻能清楚呈現學生的概念架構，是一好的評量工具。

This research uses the conceop amp as the instructional strategies, advanceoranizer instructional strategy and integrated concept instructional strategy.We investigate the effectiveness of these two instructional strategies and traditionalinstructional teaching in learning biology by junior high school students. Twodifferent teaching materials of the nervous system are designed for two dtfferentconcept map instructional strategies. Basically the concept map before teaching,and give the other group the concept map after. The quasi-experimental design is exploitedin this study.Two experimental groups spent one class practicing concept mapping and three classesin learning the content of nervous system. The instruments include the achievementtest,concept map material,self-evaluated,learning environment scale,attitude questionnaire of content map,and evaluated standard of concept map. The resultsof this research are:1.In achievement test,the two experinental groups get worseachievement than the contrast group.2.The two experimentalgroups have no difference in achievement test,but the group of advance organizerinstructional strategy(the former group)get more scores in concept numbers,linking words,hierarchy and branch in concept map than the group of integrated concept group (the latter group).According to the structure of concept map,the former group tends to memorize the concept map provided but the latter one displaysmore diverse in features.3.In self-evaluated test,the latter group has higheraspiration of concept mapping than the former group.And t he contrast group therelationship between concepts in drawing or tree-diagram.4.In learning environmentclimate the contrast group gets higher scores in every dimensions,that is studentaffinity,teacher support,student participation,inquiry,task orientation,cooperation,and equality,than two experimental groups.And the latter group gets higher scoresthan the former group.According to classroom observation,the two experimental groups have a tendency to reject new instructional method,and most students feelthat learning the skills of concept mapping is difficult and troublesome.5.Learning how to make concept map cooperatively in small group enhances the learning effectiveness,because students feel that somehow they can learn something from other members.6.Students affirm that concept map is a good learning strategy. But most studentsdo not like mapping the concept map by themselves as well as use concept map in learning other subjects. To sum up,concept map can be used as instructional and learning strategies. But it has to pay much attention to that students must know concept mapping well and know how to use concept map in learning.Besides,conceptmap is also a good evaluation instrument than paper-pencil test.