本研究的主要目的，旨在探討認知學徒制的意義與特色（包括啟發式的内容、情 境學習、示範和闡明、指導和回饋、鷹架和淡出、反思、探究、逐漸增加次序的複 雜性、問題解決、画體合作的運用等十項特色）、理論基礎（包括行為主義的社會學 習論、建構主義的認知學習論以及情境認知學習等三大理論基礎)與學習環境架構(包 括教學内容、教學方法、教材排序及社會情境等四個面向），並根據其學習環境架構， 針對九年一貫課程中的社會、數學與自然與生活科技等三個學習領域，設計完整的教 學策略，以供中小學教師教學上的參考。

The purpose of this study is to explore the issues of cogiitive apprenticeship on social studies, mathematics, and natural science and living technology courses of Grade 1-9 curriculum. The paper employs theoretical and documentary analysis methods. The paper includes four sections: 1. the meaning and characteristics of cognitive apprenticeship; 2. the theoretical basis of cognitive apprenticeship; 3. the learning environment of cognitive apprenticeship, and 4. the application of cognitive apprenticeship on social studies, mathematics, and natural science and living technology courses of grade 1-9 curriculum.