本研究目的在解決學生在專題課程中遇到的問題，將心智圖法應用於專題課程質性資料分析，提出編碼之後，進行版模式心智圖法、統整式心智圖法、文獻對話心智圖法之創新。本研究進行兩年，第一年進行研究一，透過初探性質性研究了解學生對創新教學方式的接受度、助益、再使用度、應用度，以評估創新教學法之可行性，第二年進行研究二，採用準實驗研究設計，自編量表，以瞭解學生的學習成效。主要研究結果顯示本研究提出的專題課程質性資料分析方式，可以顯著提昇實驗組學生「專題課程質性資料學習成效評估」中「課程接受度」、「課程助益性」、「課程應用性」分量表上的後測得分。根據本研究結果提出一個以心智圖法分析專題課程質性資料的學習方式，作為大學生專題課程應用之參考，並提出相關結論及建議。

The researcher wants to solve the student’s questions during their research process. She also wants to integrate with her many years’ teaching and research experience, so she used the mind mapping instruction for the project study curriculum in qualitative data analysis. Five stages in the process including: open coding, axial coding, modeling mind mapping, integrate mind mapping, and literature mind mapping. Conducting for two years, the researcher used the qualitative research to assess the practicality of the study in the first year, then followed by the quasi-experimental design later. The participants were divided into two groups as the experimental group took project study curriculum combining with a mind mapping while the control group took a regular curriculum. Later the data collected were analyzed by ANCOVA. There were significant differences between the two groups on the subscales of “curriculum acceptance”, “curriculum benefit”, and “curriculum application”. Finally, the mind mapping based on the project study learning model and some suggestions are proposed for future studies as possible guidelines for using learning technology to scaffold possible results.