本研究的目的是要建構一個以蘇格拉底式對話為導向的矯治學習系統
，以矯治學生 知識上的迷思概念。由於學生迷思概念的成因涉及心智模
式的形成和演變，而心智模式的形成是由學習過程中不斷的累積、修正，
故知識上的迷思概念也不是一朝一夕形成，因此矯治不能光靠告訴學生標
準答案就能奏效，應該使學生在矯治的過程中思考，自己發現錯誤、矛盾
的所在，才能有效地將其錯誤矯正過來。而蘇格拉底式對話正是採用對談
的方式，透過不斷的質問，使學生對於既有觀念產生矛盾和不滿，以澄清
其觀念和思想的方法。在本研究中，我們一方面探討蘇格拉底式對話的基
本推理規則，並以生成法則的形態來表示，總共歸納出11種策略和其附屬
的規則。一方面研究以超媒體介面來表現蘇格拉底式對話的可行性。而以
程式語言中的遞迴為選定的知識領域，經實測探討遞迴的基本概念並設計
矯治網路以作為目標導向問題呈現之依據。為了驗證系統的學習效果，我
們以師大資訊系一、三年級的學生作實驗，其結果肯定了這套矯治系統的
成效。希望這套矯治學習系統能對學生遞迴的學習有所助益。

The objective of this research is to construct a corrective learning system which uses Socratic dialogue as a guide to correct misconceptions in students' knowledge. Since the cause of students' misconceptions relates to the formation and evolution of mental models and the formation of mental model are continually accumulated and revised in the study process,misconceptions in students' knowledge are gradually accumulated. Thus,teachers' corrections cannot be effective if they rely on simply telling the student the standard solution. Instead, they should make the student consider the mistakes and contradictions they themselves discover in the correction process.Only through this process can mistakes be effectively corrected.Socratic dialogue actually applies a dialogue method to clarify students'conceptual and thinking methods.In this research, we shall make an inquiry into the fundamental reasoning principle of Socratic Dialogue and use the production rule to express this principle and the corrective domain determined by recursion in programming language.The system has been evaluated as effective by a practical educational experiment. The results show that this system is indeed of great help for the people who want to learn the recursive programming skill.