本研究目的在瞭解運用概念圖教學介入後，護理系學生概念圖學習態度的前後差異。採類實驗研究設計，以某大學護理系於94至96學年度修習內外科護理學課程，233位學生為研究對象，本研究之概念圖教學介入措施，包括：概念圖授課、小組作業、老師分組指導及學生口頭報告。在概念圖教學介入前後，分別請學生填寫概念圖學習態度量表。結果發現學生在概念圖教學介入後，其概念圖學習態度的平均分數提高，與前測呈現顯著差異，且在「以概念圖學習概念」、「建構概念圖之過程」、「對概念圖教學之認同」、「建構概念圖之難易」、及「以概念圖表現概念」等五項態度的後測得分皆高於前測得分，呈現顯著差異。此外，本研究分別就學習動機與學習能力分數將樣本分為高、低二組，而兩組在概念圖教學介入後，學生之概念圖學習態度的平均分數提高，與前測呈現顯著差異。研究結果支持概念圖教學介入後學生在概念圖的學習態度得分有進步，故建議概念圖可作為護理教師採行的新教學策略。

The purpose of the study was to understand the difference of students’s attitude toward concept mapping learning after an intervention in a nursing baccalaureate program. In this quasi-experimental study, 233 nursing students enrolling in a medical-surgical course in academic years 94-96 were selected. Interventions included a concept mapping teaching session, group assignments, discussion with teachers, and a presentation. Before and after receiving the interventions, students completed the questionnaire of attitude toward concept mapping. Results showed that there were statistically significant differences in five subscales, including “learning concept by concept mapping,” ”constructing concept map process,” “recognition of concept mapping teaching,” “difficulty of constructing concept map,” and “presenting concept by concept mapping” In addition, regardless of learning motivation or learning ability, students had shown positive attitude toward concept mapping after receiving the interventions. Study results support concept mapping teaching could change students’s attitude regarding concept mapping learning, and concept mapping could be a new teaching strategy for teachers.