學生出題策略與傳統練習策略對大學生學習成就、認知與後設認知策略使用之影響。

The study examined the comparative effects of student multiple-choice questionposing and question-answering strategies on promoting students’ academic achievement， cognitive and metacognitive strategies use in a lecture-mode instructional setting. In total， 69 civil engineering undergraduates enrolled in two sessions of a required course participated in the study. Statistical analysis found that student multiple-choice questionposing strategy is a more productive strategy for inducing and engaging students in mobilizing cognitive and metacognitive strategies as compared to the traditional questionanswering arrangement. In terms of students’ academic performance， student multiplechoice question-posing is as effective a strategy as question-answering. Based on the present study， it is suggested that instructors who were accustomed to in-class practice sessions might consider a student question-posing approach for an amiable change to promote students’ cognitive and metacognitive strategies use without worrying about its less favorable impact on students’ performance.