以好奇心為驅動：設計與評估數位環境中之「循環式問題創造」預先寫作模式

Driven by Curiosity: Design and Evaluation of the Pre-Writing Model of Circular Question Creation in a Digital Environment

本研究旨在透過「循環式問題創造」（circular question creation, CQC）模式，探索如何以好奇心為驅動來提升學生的寫作準備活動。本研究強調好奇心和提問在學習中的重要性，提出CQC作為一種預備寫作的模式，透過循環性的問題創造和想法整理，幫助學生在寫作前進行系統化的構思。研究對象為國小四年級學生，採用設計研究法，分為設計期和評估期。在設計期，透過紙本版本（主題：能源）的概念實踐來探索學生的提問行為，並據此發展數位版本（主題：昆蟲），以解決紙本的限制並提升學生的學習體驗。在評估期，透過前、後測問卷及數據分析來檢視學生在提問能力、想法生成及組織能力上的變化。結果顯示，CQC活動顯著提升了學生的提問品質和提問數量，學生對於活動的喜愛及參與度也反映了其積極性的提升。在寫作表現上，儘管字數與想法數量增加未達顯著性差異，學生普遍對活動中的提問和分類階段持正面評價。CQC模式不僅能增進學生的提問能力，亦促進其創造力和對主題的深入理解。未來建議引入人工智慧技術以強化學生在問題生成及組織過程中的協作和互動，以進一步提升學習成效。

This study investigates how the Circular Question Creation (CQC) model, driven by curiosity, enhances students’ pre-writing activities. Highlighting the critical role of curiosity and questioning in learning, the CQC model is a structured prewriting approach that fosters systematic idea generation and organization through iterative question creation. This design-based research involved fourth-grade students and was conducted in two phases: the design phase and the evaluation phase. During the design phase, a paper-based version (topic: Energy) was implemented to explore students’ questioning behaviors, which informed the development of a digital version (topic: Insects) aimed at overcoming the limitations of the paper format and enhancing the learning experience. In the evaluation phase, students’ questioning skills, idea generation, and organizational abilities were assessed through pre- and post-activity surveys and data analysis. The results indicate that CQC activities significantly improved the quality and quantity of students’ questions. Students’ positive engagement and enthusiasm in the activities also reflected increased motivation. While writing length and idea quantity improvements did not reach statistical significance, students provided favorable feedback on the questioning and categorization steps. These findings suggest that the CQC model enhances students’ questioning skills and fosters creativity and deeper topic comprehension. Future research should explore the integration of artificial intelligence to support further collaborative and interactive learning in the question generation and organization processes, thereby maximizing learning outcomes.