本研究建置了概念構圖與註記分享之線上摘要寫作學習環境，以概念構圖做為學習者掌握重點及熟習內容的鷹架，當學習者於構圖中發生困難時，系統會導入同儕合作分享註記，協助完成概念構圖，最後以此概念構圖為架構，進行摘要寫作。本研究以國小五年級學童為對象進行實驗，研究發現，經由對概念構圖的改錯及加入註記的機制，顯著優於僅是閱讀文章後撰寫摘要的受試者；透過對概念圖的改錯，受試者在閱讀理解測驗的得分上，顯著優於自由閱讀文章的受試者；受試者經由具註記機制的改錯式概念構圖，在閱讀理解測驗的得分上，顯著優於自由閱讀文章的受試者。總結而言，本研究針對電腦支援摘要寫作，提供了一種方向的思考與實現。

This study integrated concept map and note sharing for an online summary writing learning environment. The concept map was used as a scaffold for learners to grasp key points and become familiar with the content. When learners encountered difficulties in the mapping, the system would "lead-in" collaborative learning and note sharing to assist learners in completing the concept map. Finally, the completed concept map was employed as the writing framework for summary writing. The subjects of the study were fifth graders. Significant performance differences in summary writing were obtained between the subjects who went through concept map corrections and the subjects who only read the article. Significant differences were also found between the subjects who went through concept map corrections with note mechanisms and the subjects who only read the article. Furthermore, a significant difference in the mean score of the reading comprehension tests was also obtained between those who went through concept map correction and those who only read the article. Similarly, there was also a significant difference in the mean score of the reading comprehension test between the subjects who went through concept map corrections with note mechanisms and the subjects who read the article freely. In conclusion, the present study provided a way of thinking and practicing for computer-based summary writing.