結構化知識是影響個人問題解決能力的重要因素，專家較生手能既快又好的解決問題，主要的原因是具有較高效率的結構化知識。本研究以概念構圖法(concept map)應用於造形教學課程的實施，探討結構化認知教學策略在設計基礎教學之「造形」課程之成效。本研究之目的：一、瞭解學生使用概念構圖法在「造形」課程之學習效果。二、瞭解高、低認知成就組學生所繪製之概念構圖差異。三、瞭解高、低認知成就組學生在概念圖與學後測驗成績之相關性。研究對象為修習「造形」課程的學生50人，資料分析採用獨立樣本t檢定與同質化卡方統計檢定。研究指出概念圖能有效增進學生在造形分析、推理與評鑑的高層次認知能力，並反映在美感判斷發展。而概念圖亦有助於學生較低層次認知能力的提昇，在學習過程中能增進記憶與理解性的思考。同時，藉由實驗之進行，證明概念構圖法是一種有效的學生學習評量與教學診斷之工具。
Structural knowledge is one of the important factors that influence the capability of solving problems. The purpose of this research is to explore the effect of using structural knowledge technique-concept map on styling teaching .This study is to realize: 1. The difference of the concept mapping between the high-cognitive group and the low-cognitive group. 2. The relationship between the concept mapping and the examination scores of students. The findings were obtain as follows: Concept map for students can improve effectively on the capability of styling estimation, remembrance and realization on learning. And the concept map also is an efficient method for examining teaching effects.
