學習是個體經由認識、辨別、理解、取得新知識、進而改變其認知結構的過程。因此，個體的心理活動在學習中扮演著極重要的角色。學習的產生是內發、主動的。認知心理學家Bruner指出，教學乃是將學生置身於一個有意義的學習環境中，使其經由自行探索，從而吸收知識，達成學習的目的。但學生需具有相當的先備知識和先備技能，否則無法主動從事「發現學習」(Ausbel，1960)。本文就淡江大學西語系一年級一百一十名學生對「多語莫敵」網路輔助課程使用反應，進行調查分析，從認知理論基礎，探討該輔助學習課程對傳統課堂教學交互作用的價值取向。

Learning is process in which the individual undergoes the phases of cognition, differentiation, obtaining of new knowledge and, finally, change of cognitive structure, so the individual psychological activities play a very important role in learning. In fact, learning is something spontaneous and voluntary. The cognitive psychologist Brunner points out that teaching consists of putting the student in a significant learning environment and letting him try by himself until obtains the knowledge; in this way, the learning objective can be achieved. However, the individual needs to have previously basic capacity and knowledge; otherwise, it is impossible to produce the so-called “Learning by discovery’, a theory raised by Ausubel. The present study inquired of a total of 110 freshmen of Spanish at Tamkang about the MULTI, a digital complementary curse prepared by professors of the same university. From the cognitive perspective we have considered the contribution that the mentioned course could make to classroom teaching.