本研究旨在探討筆記結合學生出題策略對國小六年級學生社會科筆記品質與學習成效（含學習策略、學習成就、學習動機及學科態度）之研究。採準實驗研究法，研究對象為一臺南市國小六年級二班共48位學生（實驗組25位、對照組23位），進行為期十一週社會科做筆記教學活動，實驗組進行筆記結合學生出題策略課程，對照組則進行筆記課程。本次資料使用單因子共變數及單因子變異數進行統計分析。主要研究發現：
一、筆記結合學生出題策略組在筆記品質表現（含內容及形式）、學習動機（含工作價值及自我期望）及學科態度顯著優於筆記策略組。
二、筆記結合學生出題策略組在學習策略（含認知及後設認知策略）、成就測驗無顯著優於筆記策略組。
最後根據研究結果進行討論並提出教師教學及未來研究之建議。

The purpose of this research is to explore note-taking with student-generated questions strategies on primary school students’ note-taking quality, use of learning strategy, academic achievement, learning motivation, and attitude toward social studies. A pre- and post-test quasi-experimental research method was adopted, and two classes of sixth-grade students (N=48) from one elementary school in Tainan city were invited to participate in an eleven-week study. The experimental group was exposed to the note-taking with student-generated questions strategies, and the control group was exposed to the note-taking only condition while receiving instruction on social studies. Data were analyzed by the one-way analysis of covariance and one-way analysis of variance techniques. The main results were as follows: (1) the note-taking with student-generated questions group performed statistically significant better than the note-taking only group on note-taking quality, learning motivation, and attitude toward social studies. (2) there are no statistically significant differences between the two groups on use of learning strategies and academic achievement. Finally, suggestions for instructional implementations and future research are proposed.

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