專題探究課程中之「形成探究問題」階段須經歷發散思考與收斂思考，是師生最初共同經歷且具挑戰性的階段。本文以「設計思考」的視角指出學生小組共同決策時會經歷掙扎區（Groan Zone）的不確定性，以及教師適時的介入引導對學生專題進程的重要性。其次介紹教師作為引導者如何設計一系列引導活動作為檢核點，協助學生以團隊合作的方式形成探究問題。最後從學生的反思紀錄提出教學實踐後的省思與啟示：一、肯定學生的情緒感受並轉化為學習動力。二、留意掙扎區的出現並適時介入引導。三、教師作為引導者幫助學生概念化探究問題。

Developing an inquiry topic for a project-based learning course requires both divergent and convergent thinking. This is a challenging stage that teachers and students encounter at the outset. Through the perspective of design thinking, the authors point out that students as a team experience uncertainty in Groan Zone when making collaborative decisions, making a teacher’s intervention and facilitation significant to students’ project progression. The authors then explain how teachers, as facilitators, designed a series of activities as checkpoints for students in a team-based collaboration. Finally, based on students’ discussions and reflections, the authors discuss the implications for teachers: 1) Acknowledge students’ emotions and transform them into learning motivation. 2) Recognize the Groan Zone and intervene in the discussion whenever necessary. 3) Facilitate students’ discussion by conceptualizing their inquiry topics.