本研究的目的是要建構一個以情節（Scenario）為導向的矯治學習系統，以矯治學生知識上的迷失概念（Misconception）。
由於學生迷失概念的成因複雜，矯治不能光靠告訴學生其觀念哪裡或哪裡錯而奏效，因此我們提出以情節（Scenario）為導向的矯治學習方式，所謂情節它可以是關於某個概念的解釋、或一連串的示範、一段辯證（dialectic）對話、甚至是一個故事（Story），學生透過學習矯治情節而矯治其迷失概念。我們首先探討矯治學習的理論基礎：Bloom的精熟學習理論（Mastery learning theory）與Carnine的詳盡矯治回饋（Elaborated corrective feedback）。我們選定了國中學物理中的基本電學作為知識領域，分析學生的迷失概念，定義九個原始迷失概念，據以設計對應的矯治情節，最後完成整個矯治學習系統的建構。由於本階段以事實性知識（factual knowledge）為主，故矯治情節是以示範與解釋方式來設計。
為了驗證系統的矯治效果，我們以三所高中、職的學生作了實測，其結果是令人鼓舞的，肯定了矯治學習的成效。我們希望以情節為導向之矯治學習系統能對學生的學習有幫助。

Since some learning- disabled problems are concerned with misconceptions in students' knowledge, this thesis explores the topics concerning the construction of a scenario - based corrective learning system for correcting students' misconceptions such that improves their learning performance. Based on the theories of mastery learning and elaborated corrective feedback, the rationale of the corrective learning system is founded. Our system can be viewed as a computer implementation of the mastery learning theory for a specific domain. The topics in our research includes selection of domain knowledge (basic electricity), analysis of the misconceptions, design of corrective scenarios, and construction of the corrective learning system, etc. The systme has also been evaluated as effective by a practical educational experiment. The result is positive and encourageous.