近年來，由於少子化造成父母呵護太過及網路氾濫使得資訊太易取得，教學現場常可以發現小學生變得被動而不喜反思，遇到問題亦不擅長去連結舊知識及經驗來解決。同理，在資訊教育之電腦繪圖課程中，學童們的作品愈來愈顯單調且構圖粗糙，連日常生活常經歷的畫面，也都無法表現在作品中。這些現象顯現出學童在後設認知策略上缺乏經驗與應用的能力。因此本研究整合後設認知及心智繪圖法為教學策略於電腦教學活動，並以「臺北國際花卉博覽會」為教學背景，期能透過心智繪圖法的應用及結合後設認知策略的引導，幫助學生主動連結反思生活經驗，以監控評估、修正自己的電腦繪圖作品。研究結果顯示，學生在電腦構圖能力及後設認知思維皆有明顯進步，學生亦肯定這樣的教學方式。

In recent years, students in class tend to be more passive and they often answer the question without thinking thoroughly. Even when they are facing the problem, they do not know how to solve it with their previous knowledge or experiences. Same situation happened in primary school,s computer graphics classes of information education; the works of students are dull and rough. They have hard time to portrait the image of their daily life situation.Therefore, integrating metacognitive strategies and Mind mapping strategies into the instruction of computer course based on the “2010 Taipei International Flower Expo.＂ is provided in this study. By doing so, the students can connect the social issues in learning. They will be able to rethink their previous experiences by using the informative technology tools, and reflect their thinking into computer graphics works. The purpose of the study is to plan, design, and implement the integrating metacognitive and Mind mapping strategies into the instruction of computer course. By running the teaching activities, the result of advancing the students' computer graphics and metacognitive abilities is expected and approved.