本研究之目的在於探討教師運用高層次認知策略在數位多媒體教學中的觀點、歷程與提出教學實例。研究者邀請四位國小專家教師實際擔任教學，藉由焦點團體訪談與教室觀察蒐集資料，並輔以認知策略自我檢核表檢視學生運用的情形。研究發現運用數位多媒體混合關連性的文字與圖像除可降低認知負荷，亦可指引學生在圖文訊息間對照，學生易於理解教材，進而促進高層次認知策略的運用；而團隊教師初期教學成效不佳，藉由團體的省思與嘗試改變教學策略，逐漸發現它的的效益與可行性；本研究也歸納降低單一畫面的教材量以及運用問題式筆記等認知策略的教學實例之效益，尋求與組織關鍵訊息等策略對高層次認知策略在數位多媒體的教學運用亦具有正面效應。本研究建議一般教師可以藉由簡單且具關連性的圖文之數位教材，指導學生在訊息間組織思考，並可藉由團隊合作發展高層次認知策略的教學模式。

The study aimed to investigate the effect of applying high-level cognitive strategies to digital multimedia instruction. Focus group interview and self-examination measure were mainly used for data collection. The results showed that guiding students to browse verbal media information with its relative visual media information on a signal screen could promote students’ ability to apply high-level cognitive strategies. Additionally, the four experienced teachers participating in this study gradually got to appreciate the positive effect of applying high-level cognitive strategies to digital multimedia instruction, through their reflection on instruction and focus group interviews. During the group interviews, the teachers indicated that reducing amount of material on a signal screen, guiding students to compare verbal media information with its relative visual media information on the signal screen, and employing notes with inquisitive directions could be positive and useful examples. The results of the present study showed that the positive effect can provide not only some suggestions for teachers but also a few examples for developing instructional models by means of group working.