本研究探討運用引導式筆記之教學法，引導國小五年級參與數學學習扶助班之學生學習數學，以瞭解學生使用引導式筆記的困境與支持、學習成效及教師的收穫與省思。採行動研究法，以國小五年級參與數學學習扶助班之12名學生為研究對象，研究期程為8週（113/11~114/1），每週利用星期二、四，下午3時40分至4時20分（每次約40分鐘）進行兩個循環，共16次的教學。研究過程以訪談、觀察、非干擾性測量，進行資料蒐集，最後分析歸納完成研究結果，摘要如下：
一、引導式筆記融入數學學習扶助之實施歷程：
(一) 任務導入階段的教學實踐：用引導式筆記建立學習地圖
(二) 思考討論階段的教學實踐：引導式筆記搭橋，展開思考
(三) 反思回饋階段的教學實踐：聚焦錯誤與修正錯誤
二、引導式筆記介入對學生學習成效的影響：
(一) 引導式筆記有助於數學學習扶助生學習數學
(二) 引導式筆記介入後學生專注度提升
三、教師專業成長與省思：
(一) 教師依學生需求優化筆記設計，從填空式轉為結合問答、圖像與生活脈絡的筆記，展現專業成長歷程。
(二) 根據學生課堂反應調整提示策略，例如關鍵字、繪圖、教具，強化學生思考與參與度。
(三) 教師逐步理解學習扶助生特質，並透過引導式筆記與正向回饋，有效促進其主動參與以及學習成效。
本研究依據研究結論，提供教師以及對未來研究之參考。

關鍵字： 引導式筆記、學習扶助、數學領域

This study explores the use of guided note-taking to guide fifth graders in mathematics learning support classes to learn mathematics, in order to understand the difficulties and supports of students using guided note-taking, their learning outcomes, and the gains and reflections of teachers. The action research method was adopted, with 12 fifth-grade elementary school students participating in mathematics learning assistance classes as the research subjects. The research period was 8 weeks (11/113~1/114), with two cycles of teaching from 3:40 to 4:20 pm (about 40 minutes each time) on Tuesdays and Thursdays every week, for a total of 16 teaching sessions. The research process was conducted through interviews, observations, and non-intrusive measurements to collect data, and finally the research results were analyzed and summarized. The summary is as follows:
1. The implementation process of integrating guided note-taking into mathematics learning assistance:
(a)Teaching practice in the task introduction stage: using guided notes to create a learning map.
(b)Teaching practice in the thinking and discussion stage: guided note-taking to build bridges and initiate thinking.
(c)Teaching practice in the reflection and feedback stage: focusing on and correcting errors.
2.The impact of guided note-taking intervention on students’ learning outcomes:
(a)Guided note-taking helps students learn mathematics.
(b)Students’ concentration improved after guided note-taking intervention.
3.Teachers’ Professional Growth and Reflection:
(a)Teachers optimized the note-taking design based on students’ needs, changing from fill-in-the-blank style to notes that combine questions and answers, images, and life context, demonstrating their professional growth process.
(b)Adjust prompting strategies based on students’ classroom responses, such as keywords, drawings, and teaching aids, to enhance students’ thinking and participation.
(c)Teachers gradually understand the characteristics of learning-assisted students and effectively promote their active participation and learning outcomes through guided note-taking and positive feedback.

This study provides teachers and references for future research based on the research conclusions.

Keywords: Guided note-taking, remedial instruction, mathematics