近年來，迷思概念已獲得教育工學領域研究課題的重視。本研究以GSP 表(Grey Student Problem Chart) 選取出學習迷思學生區(Misconceptions’ Domain for Students) 與學 習迷思試題區(Misconceptions’ Domain for Problems) 的交集（稱為：學習迷思區），本文 針對迷思區結合迷思次序演算法做出一個應用於強化教學成效上的新模式。迷思區加上篩 選出迷思學生與迷思試題所包含範圍，不僅能應用於強化教學成效上，而且可以更精準的 預測出學生在學習上的迷思概念所在。同時，此模式也在教學現場上，分甲、乙兩班做出 具體比較的實際例題。

Recently, misconceptions have become a focus in the educational technology field. In this paper, the intersection (called learning misconceptions’ domain) between the misconceptions’ domain for students and problems is selected based on a grey student problem chart. To enhance the effectiveness of teaching and learning, a new model is presented through a combination of the misconceptions’ domain and the algorithm of misconceptions’ order. Combining the misconceptions’ domain and selecting a range, including the misconceptions’ domain for students and problems, not only enhances teaching effectiveness, but also more accurately predicts learning misconceptions. Finally, a practical example comparing two classes is given.