學習歷程檔案是近來深受矚目且積極發展的評量方式之一，然現今在教室中實施的學習歷程檔案仍有以下若干困難：1. 資料儲存、管理的困難。2. 評量計分標準制定的困難。3. 目前的學習歷程檔案仍欠缺自我反省思考。
為解決以上困難，本研究建構一個以反省思考為焦點的網路化學習歷程檔案(web-based reflective portfolio)系統，並探討學生在學習歷程檔案中，觀摩、評比及學習筆記等學習活動的自我反思表現，以及這些反思活動對學習效果的影響。研究中以台灣師範大學，選修資訊教育80位大學生作為研究對象，結合量與質的分析方法。量的資料方面，分析受試者作品在成績的成效表現，及受試者在問卷中對反省思考問題的表現；質的資料方面，以Kember, et al.(1999)對反省思考定義的七個階層對學習日誌做分類並進一步分析參與者的反思活動歷程。
研究結果如下：一、在網路化的學習歷程檔案系統中加入適當的機制和活動，如學習日誌或自我/同儕評量活動，可以建立以反省思考為焦點的學習歷程檔案。二、學生在學習歷程檔案的環境，可以表現出中等程度的反省思考，但並未表現出最高層次的反省思考。三、有採用學習日誌或自我/同儕評量活動的實驗組，其反省思考程度比未採用學習日誌或自我/同儕評量活動的控制組來得
高，學習總成績也表現較佳。

Recently, portfolio is popular and fast growing in instructional environment. However, there are some difficulties when using portfolio in classroom, such as storing and managing data and developing scoring criteria. Moreover, using portfolio does not always facilitate students’ reflective thinking.
To solve the above problems, this research establishes a web-based reflective portfolio system that focuses on reflective thinking. The research investigates the representation of the students’ reflective thinking in learning activities such as observing and evaluating others’ works, and writing learning journals. The research also evaluates the learning activities that affect students’ learning performance. The subjects are eighty students who took the course of Information Education in National Taiwan Normal University. The research uses quantitative and qualitative analysis method.
Regarding to quantitative information, we analyze the grades of students’ products and students’ representation on reflective thinking problem. Regarding to qualitative data, we classify students’ learning journals according to seven level of reflective thinking which identifies by Kember et al. We also analyze participators’ process of reflective thinking activities. The results of the research are as follows：
1. In the web-based portfolio system, use of appropriate mechanism and activities, such as learning journals or self/peer assessment, can establish the portfolio that focuses on reflective thinking.
2. In portfolio environment, students only demonstrate reflective thinking of medium level.
3. The experimental group which adopts learning journal and self/peer assessment gets higher level of reflective thinking and better grade than the control group.

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