中文摘要
本研究目的在於探討應用鷹架學習理論在專科學校專業技術科目『微處理機介面技術』教學的教學成效。經研究者以「鷹架學習理論」編訂微處理機介面技術實驗教學教材，再進行實驗教學。期望以實驗教學的結果，進行教學成效分析，以研究發現建立一套以鷹架學習理論建構的教學模式，進而對傳統式的專業技術教學缺失提出改進的建議。
本研究分為四個主要研究階段：第一階段著重在目前專業技術教現況的陳述，導引研究動機、研究目的與研究假設；以及探討鷹架學習理論的相關文獻，進而確立研究架構與研究方法。第二階段著重在依據鷹架學習理論探討後的論述心得，設計相關的實驗教學計畫與編訂微處理機介面技術「鷹架學習理論實驗教學教材」；第三階段以鷹架學習理論進行實驗教學；第四階段將對實驗教學的結果，進行教學成效分析。並以研究發現對現行的專業技術教學提出以鷹架學習理論建構的專業技術科目教學模式以及改進傳統式教學的具體建議。
本研究經由文獻分析、專家座談確立研究的主要架構與方法，研究者自行設計專用的『微處理機介面技術』實驗教學教材，採用準實驗研究的歷程，以新埔技術學院電機科四年級學生為受試對象，進行實驗教學。於學期結束時，對實驗組與控制組學生實施『微處理機介面技術學習成就測驗』、八項實作技術能力檢定測驗與學生學習滿意度反應調查。研究資料經統計分析其教學成效及學生學習滿意度的反應情形，發現無論在專業技術成就測驗或八項實作技術能力檢定測驗，實驗組與控制組差異均達到顯著水準。且關於反應兩組學生情意表現的學習滿意度反應結果，也達到顯著水準。同時也發現如果以微處理機介面技術的專業知識分類：描述性知識、程序性知識、經驗性知識來看，應用鷹架學習理論的教學模式在三種分類上，實驗組皆優於控制組，尤其在用到高層次心智活動的程序性、經驗性知識的成就表現差異更大。證實採用以鷹架學習理論建構的教學模式的教學成效，確實優於傳統式的教學模式。進而以研究結果對現行的專業技術教學有關的政策面、執行面、及專業技術教師應用鷹架學習理論教學的實務面，提出具體建議。期望能以個人的研究，引起更多專業技術教師投入教學理論與教材研發，以提昇我國專科學生的專業技術能力。
關鍵詞：鷹架學習理論、專業技術、教學模式、準實驗研究

Abstract
The purpose of this study was to investigate an efficient teaching method implemented with Scaffolding Learning Theory for instructing technology theory & lab courses-- 「Microprocessor Interface Technique」 in Junior College. The teaching experiment was held after Scaffolding Learning Theory related literature reviewing and building up 「The experimental Teaching Materials for Microprocessor Interface Technique 」 by researcher. A teaching model set up with Scaffolding Learning Theory and practical suggestions were proposed to improve the weakness of traditional teaching methods for technology courses.
There were four main stages in this study：the first research stage focused on related literature review of Scaffolding Learning Theory. The second research stage focused on editing experimental teaching materials and arranging teaching activities with Scaffolding Learning Theory. The third stage worked on implementing experimental teaching. The forth stage focused on teaching effectiveness analysis according to the experimental teaching result and proposing practical suggestion for technology courses teaching.
The research structure and procedures were established certainly after related literature review and experts’ panel discussion. The experimental teaching material was designed by researcher and through experts’ evaluation to verify its availability for instruction. The experimental teaching program was implemented to the forth grade students of Electrical Engineering Department in S.J&S.M Technology Institute under Quasi-experiment design. It was evident that the result of this experimental research showed the significant difference in both academic achievement test and practical technique of Microprocessor Interface after the Multivariate Analysis of Variance. Also, the student’ achievement through teaching method implemented with Scaffolding Learning Theory were obviously superior to that of traditional teaching method, especially in the procedural & conceptual knowledge domain，in which high mental ability is necessarily needed, within declarative, procedural, conceptual knowledge domain。
To prompt the professional technique of students in Junior College, suggestions to improve teaching effectiveness were given to both the teachers cultivation administration department and teachers teaching technology courses as well as a teaching model with Scaffolding Learning Theory.
Key words：Scaffolding Learning Theory, professional technique, teaching model, Quasi-experiment

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