本文旨在探討知識圖於教學與學習之應用實施策略，論文以文獻分 析與論述研究進行，首先介紹知識圖的起源與定義，並說明知識圖與一 般概念圖之關係；接著提出建構知識圖的相關要素與步驟。其次，本文 根據知識圖具備之認知與評量特性，分析知識圖在教學實施應用之適當 設計，並提出其可行的三種應用策略，包括促進有效教學呈現、幫助建 構學習策略、以及促進教師進行教學反思等。文章最後討論知識圖應用 的可能限制與可行的因應策略，並對未來研究提出建議。

The purpose of this study is to explore the use of knowledge maps as instructional and learning strategies. This paper first identifies the definition and history of knowledge maps as well as their relationship with concept maps. In addition, according to cognitive and assessment features of the knowledge maps, important strategies of map applications that instructors may adopt in their teaching are explored, including effectively and efficiently presenting instructions, reflecting on their own teaching processes, and helping students to develop their own learning strategies. Finally, potential limitations and solutions of the use of knowledge maps and suggestions for future research are discussed.