本研究以國小一年級學生為研究對象，旨在探討引導式筆記融入國小一年級生活素養導向課程之學生引導式筆記的使用情況，並於實施引導式筆記策略後，探討學生的看法、教師的專業成長、教學困境及解決方法。
研究方法採取行動研究，進行為期7週共28節課的引導式筆記教學，採用學生學習成果文件、半結構式訪談及教學省思札記等方式進行資料蒐集與分析，依據研究發現，茲將研究結果摘要如下：
一、國小一年級學生能正確且完整的完成引導式筆記。
二、國小一年級學生喜歡使用引導式筆記進行生活課程的學習，認為引導式筆記對於學習有幫助，希望未來能繼續使用引導式筆記進行學習。
三、引導式筆記有助教師掌握課程內容、班級秩序、學生學習情形等，在教材研發、教學過程中也促使教師進行反思，促進教師教學專業成長。
四、引導式筆記教學符合素養導向教學之原則。教學模式以學習者為中心，不但整合知識、技能、態度，給予不同程度、長才的學生表現機會，課程也有更多轉化空間，使學生能將所學與實際生活緊密連結。
五、引導式筆記教學歷程中，所遇到的困境及解決方式：
（一）學生使用引導式筆記遇到國字及空格不會寫、漏寫、書寫來不及等困境，學生會採用「和老師反應、找老師討論」、「看同學筆記」、「課後自行補充」、「回家查資料」等方式解決困境。
（二）教師設計引導式筆記費時且不容易，可透過不同管道蒐集資料，加快教師教材準備速度，並使教學內容更加豐富。
（三）學生重複出現同樣問題，可與學生在過程中一同尋找、累積解決方法。
（四）學生進行討論、觀察等活動時紀錄不便，可透過A4板夾解決相關困境。
（五）少數學生沒有參與課程任務，可加入不同的教學策略，提高學生的活動參與度。
（六）學生課後自主延伸學習少，可透過課後任務、回家作業而得到改善。
本研究依據研究結論，提出相關建議，供學校行政、教師教學及後續研究之參考。

This study focuses on first graders in elementary school, aims to explore the use of guided notes into competencies-based life curriculum for first graders. Additionally, the study investigates students' perceptions, teachers' professional growth, instructional challenges, and their corresponding solutions after implementing the guided notes strategy.
The research adopts an action research and conducts 7 week, 28 lesson guided notes teaching program. Data collection and analysis involve student learning outcomes, semi-structured interviews, and reflective notes from teachers. Based on the research findings, the conclusions of the results is as follows:
1.First graders in elementary school can correctly and completely complete guided notes.
2.First-graders enjoy using guided notes for learning in competencies-based life curriculum. They believe guided notes are helpful for learning and hope to continue using them in their studies.
3.Guided notes aid teachers in grasping course content, maintaining classroom order, and understanding students' learning situations. The process of designing guided notes also prompts teachers to engage in reflection, fostering their professional growth.
4.Guided notes teaching aligns with the principles of competencies-based curriculum. It centers on learners, integrating knowledge, skills, and attitudes, providing various performance opportunities for students with different abilities, and allowing curriculum transformation to connect what is learned with real-life applications.
5.Challenges encountered during the guided notes teaching process and corresponding solutions:
(a)Students face difficulties with Chinese characters and spacing issues. They resolve these challenges by "communicating with teachers, discussing with peers", "referencing classmates' notes", "supplementing after class", and "researching at home".
(b)Designing guided notes consumes time and may not be easy. Teachers can expedite material preparation and enrich teaching content by collecting data through various channels.
(c)Repeated issues among students can be addressed by jointly seeking and accumulating solutions during the process.
(d)Difficulty in recording discussions and observations during activities can be resolved using A4 folders.
(e)For a few students with limited participation, implementing different instructional strategies can enhance their engagement.
(f)Students' limited self-directed learning after class can be improved by assigning post-lesson tasks and homework.
Based on the research conclusions, this study offers relevant suggestions for school administration, teachers' instructional practices, and future research.

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