為了讓學生能適應社會的變化，我們對學生的期待不再只是記憶教科書裡的知識，而是期望他們能將所學應用在生活當中以面對未來的困難與挑戰，也因此「協作問題解決能力」逐漸受到重視，研究者希望透過知識翻新活動結合資訊課，並輔以知識論壇運用以創造「學生為中心」的學習環境，以議題融入的方式提供更多元且開放的交流空間，期望能夠活化過去單獨操作為主的資訊課程，讓學生在課程中共同解決問題並促進其對話。
本研究的目的是知識翻新活動促進國小四年級學生對話層次進展與協作問題解決能力發展的歷程，並依據研究結果提出具體的建議，希冀能作為教學現場的資訊教師及未來研究者的參考。為達成本研究之目的，係以三個國小四年級班級作為研究參與對象，共計77人，研究方法採個案研究法，以協作問題解決能力問卷進行前後測，並將學生在知識論壇中的回文內容進行語料編碼分析，呈現學生的對話和協作問題解決能力的進展歷程。

研究結果發現：
一、知識翻新活動有助於提升學生在知識論壇的互動。
二、知識論壇中的互動隨整體課程階段逐漸提高。
三、知識翻新活動有助於促進學生對話層次進展。
四、知識翻新活動能提升學生整體的協作問題解決能力。
五、學生在KF中的活動量、與對話層次與協作問題解決能力會互相影響

To help students adapt to social changes, our expectations for students have evolved beyond memorizing textbook knowledge. Instead, we anticipate them to apply their learning in real-life situations to confront future challenges. Therefore, "collaborative problem-solving skills " have been increasingly emphasized, and the researcher hopes to create a "student-centered" learning environment by combining knowledge-building activities with the information class, supplemented with the operation of knowledge forums. Through the integration of topics into the curriculum, the researcher aims to rejuvenate information courses that were once characterized by solitary tasks. This approach fosters collaborative problem-solving among students and encourages meaningful dialogues within the courses.
This study aims to explore the advancement of dialogues and collaborative problem-solving skills among fourth-grade students at the national elementary school. Furthermore, based on the study's findings, it intends to provide tailored recommendations for computer science teachers and future researchers in the education field. To accomplish the study's objectives, three fourth-grade classes, comprising a total of 77 students, were selected as the target population. The research methodology used was a case study approach, where a collaborative problem-solving questionnaire was used for pre and post-tests, and students' responses to the Knowledge Forum were analyzed for corpus coding to present students' progress in their conversational and collaborative problem-solving skills.

The study's findings revealed that:
1.Knowledge-building activities led to an increase in students' engagement within the Knowledge Forum.
2.Activity within the Knowledge Forum gradually increased in correlation with the curriculum's progression.
3.Knowledge-building activities enhance students' conversational progress.
4.Knowledge-building activities improve students' collaborative problem-solving skills.
5.The level of student activity in KF, as well as their dialogue depth and collaborative problem-solving skills, mutually influence each other."

摘要 I
Abstract II
誌謝 III
目錄 IV
表目錄 VI
圖目錄 VIII
第一章 緒論1
第一節 研究背景與動機1
第二節 研究目的與問題5
第三節 名詞釋義6
第四節 研究範圍與限制7
第二章 文獻探討9
第一節 知識翻新理論9
第二節 對話進展20
第三節 協作問題解決能力27
第三章 研究設計與實施37
第一節 研究設計37
第二節 教學設計與實施41
第三節 研究流程49
第四節 資料蒐集與分析50
第四章 研究結果與討論57
第一節 知識翻新活動中的互動分析57
第二節 對話層次進展72
第三節 協作問題解決能力情形89
第四節 個案分析108
第五章 結論與建議141
第一節 結論141
第二節 建議146
參考文獻 149
中文部分149
英文部分151
附錄161
一、研究者教學紀錄與省思161
二、協作問題解決能力問卷167

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