傳統的學習活動是以教師為中心，隨著行動科技與時俱進，藉由行動學習APP的易裝易用，無所不在的行動學習模式已到了成熟並且可普及的年代。植物的學習是國小自然與生活科技領域重要的一環，本研究採用ADDIE（Analysis分析、Design設計、Development發展、Implementation執行、Evaluation評估）的步驟開發出以行動學習為導向的校園植物學習系統，除提供數位學習資源外，更可以引導學生走到校園真實情境中與自然生態互動，提高學習興趣及促進自主學習。 本系統以APP的優勢，結合QR Code、NFC的便利做為校園植物行動學習的入口，試行後以分層隨機抽樣訪談得到以下結論：一、系統在經由老師或家長的介紹與訓練後，學生有能力自行進行校園植物探索活動。二、家長願意陪伴一起使用本系統者，學習成效最佳。三、系統內安排一些小遊戲能夠增進學生使用的意願，而進行點數的集點活動確實也能促進學生走到樹下觀察，提高學生對校園植物持續探索的興趣。四、使用本系統的學生，對於九年一貫課程綱要自然與生活科技領域分段學習能力指標的達成確實有幫助。 The traditional learning activities are teacher-centered, and along with mobile technology advanced with the times, with action learning APP's easy to install and easy to use, the ubiquitous mobile learning model has reached a mature age and can be universal. The plants learning is an important part of nature and life science and technology field in elementary schools. In this study, the step of ADDIE is used to develop a mobile learning of campus plants learning system, in addition to providing digital learning resources, in addition to providing digital learning resources, it also can guide students to come to campus to interact with the real situation in the natural environment, enhancing interest in learning and the promotion of self-study. With the advantage of APP, this system combines with QR Code, NFC's convenience as an entrance of campus plant mobile learning. After trial, the following conclusions are obtained through stratified random sampling interviews：1. After the system is introduced by teachers or parents for training, students have the ability to conduct exploration activities of campus plants on their own.2. Students whom parents are willing to accompany use the system together, have the best learning outcomes.3. Some games arranged within the system can enhance students' willingness to use, and points collection activity indeed can promote student walking under the trees for observation, increasing the interest of students on continuous exploration of the campus plants.4. It is really helpful for students using the system to reach the segmented learning indicator of nature and life science & technology field in Grade 1-9 Curriculum Guidelines.
