本論文為國小教師進行生態問題導向學習活動之教學設計行動研究，研究中運用教學系統設計模式（Instructional System Design, ISD），配合校園的資源，以國小四至六年級兒童為對象，進行學習目標、學習者以及學習內容（蝴蝶生態知能）的分析，再依據分析結果設計、發展有關蝴蝶生態問題導向學習活動之教師手冊及學習單，並據以實施且逐步記錄、分析師生進行生態問題導向學習活動之歷程及學習成效；在整個教學設計的過程中，並邀請教學設計專家、教學內容專家（蝴蝶生態專家）以及教學專家（國小中高年級自然教師）進行評鑑，做為教學設計過程的確認及最後修正教師手冊、學習單的依據，產出一套適合國小師生進行生態問題導向學習活動之參考教材。最後，研究者並就執行本研究之發現與體認提出具體建議，以供相關資源網站發展及應用問題導向學習活動之後續參考。

This is an action research on elementary science problem-based learning of Ecology. The researcher who is an elementary school’s teacher applied the Instructional System Design model (ISD) to design a problem-based learning (PBL) pachage for 4-6th grade elementary students. According to the ISD model, the researcher analyzed learning objects, learners’ profiles, and learning content, then designed and developed the teaching handbook and student’s worksheets. The researcher delivered the PBL raw materials and recorded the teaching and learning processes simultaneously. All of the instructional development and implementation processes are evaluated by the ISD expert, the butterfly ecology expert and the elementary science teaching expert. The results of the evaluations by experts became the basis of modification about teaching handbook and student’s worksheets. Finally, the researcher bring up concrete suggestions for the development of PBL website and follow-up applications of PBL activities.

第一章 緒論
第一節 研究動機與背景………………………………………………1
第二節 研究目的………………………………………………………2
第三節 研究問題………………………………………………………4
第四節 名詞定義………………………………………………………5
第五節 研究限制………………………………………………………7
第二章 文獻探討
第一節 生態教育………………………………………………………8
第二節 問題導向學習…………………………………………………11
第三節 行動研究………………………………………………………28
第三章 研究方法
第一節 研究背景資料…………………………………………………34
第二節 問題導向學習教學設計…………….………………….……37
第四章 研究歷程與發現
第一節 分析階段………………………………………………………53
第二節 設計階段………………………………………………………59
第三節 發展階段………………………………………………………63
第四節 實施階段………………………………………………………66
第五節 評鑑階段………………………………………………………101
第五章 結論與建議
第一節 結論……………………………………………………………102
第二節 建議……………………………………………………………115
參考文獻…………………………………………………………………118
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