本研究旨在探討不同引導式學習策略對大學生電子化反思學習成效的影響 力。在不同引導式學習策略下，本研究根據Bloom 的知識架構論設計三種不同類 型的反思問題：淺度、中度與深度引導式反思問題，此三項反思問題被隨機分配 於三週的電子化反思學習。共四十位修習媒體識讀教育課程的大學生參與此研究。 本研究以質性分析為主，觀察學生反思變化情形，再輔以量化統計分析，驗證不 同引導式學習策略的差異性。經質化分析發現，淺度引導式反思問題容易出現空 泛談論的反思作品，中度與深度引導式反思問題較能使學生撰寫出有意義的反思 內容。經量化分析發現，就批判思考而言，深度與中度引導式反思問題優於淺度 引導式反思問題，但深度與中度引導式反思問題間並無顯著差異。

This study aimed to explore the effect of various guided learning strategies on college students’ electronic reflection as learning outcomes. Under various guided learning strategies, according to Bloom’s taxonomy of knowledge, three different guided reflective questions: superficial, in-between (medium), and deep questions, were designed and randomly assigned in three-week electronic reflection of the study. Forty students who registered “Media Literacy Education” course participated in the study. The qualitative analysis method was mainly used to observe students’ reflection contents; in addition, the quantitative analysis method was used to determine the difference of various guided learning strategies. The results of the qualitative analysis showed that the superficial guided reflection question yielded swallow reflection works, and the medium and deep guided reflection questions allowed students to produce meaningful reflection contents. The results of the quantitative analysis showed that the medium and deep guided reflection questions were better than the superficial guided reflection question in terms of critical thinking. However, no significant difference was found between the medium and deep guided reflection questions.